Using a segment of one program from a series of videotaped staff development programs as a data base, this paper investigates the nature of the relationship involved in peer coaching. The segment is a model interview between two teachers who are engaged in a peer coaching program. The series, Coaching for Improved Teaching, promotes the idea that teachers can be partners in the coaching process, which includes observing each other, taking notes on observed lessons, and providing feedback through peer conferences. Two methodologies are employed in the paper: a conversation analysis of the interview focused on the qualitative aspects of the discourse at the detail level, and a quantitative examination using the sequential analysis techniques developed by B. C. Wampold (1984) in conjunction with the coding system developed by R. Penman (1980). This analysis examines structural and pragmatic patterns of behavior and control characteristics in the conversational dyad. The conversation analysis is based on three types of evidence: recipient design, observer overlap, and absence of commonality in the discourse. Results indicate a relatively equal but competitive relationship, with the observer attempting to gain control of the interview while the teacher attempts to maintain independence. It appears that coaches need to develop a subtle repertoire of conferencing styles. Training for coaching should address affective as well as cognitive aspects. Eight tables and five figures are included. (TJH)