A reflective coaching program was implemented to improve the professional work culture of a school district with morale problems because of labor disputes and strikes. An underlying principle of the program emphasized the role of teachers as the key instructional decision-makers for the classroom. The guiding principle for the teacher-coach relationship was reflective self-analysis whereby coach and teacher engaged in ongoing dialogue about the interpretations and implications of classroom data. The coach's role was supportive, fostering the teacher's self-analysis and reflection in an objective and nonjudgmental manner. Ten content workshops addressed a variety of teaching models and research-based knowledge about teaching and learning. The reflective coaching workshops were utilized to provide knowledge and practice in not only data collection but also in active listening, non-judgmental ways of discussing observation data, and pre- and post-conference skills. Ten doctoral students, all experienced classroom teachers, served as peer coaches during the program's first year. Evaluation of the first year was based upon participant self-reports as well as classroom data collected by peer coaches. Outcomes are described in relation to five areas: (1) changes in thinking about teaching; (2) changes in teaching behavior; (3) benefits to students; (4) benefits to district; and (5) comparison with other inservice programs. Recommendations are made for districts considering the implementation of a peer coaching program. (JD)