Educational organizations, particularly elementary and secondary schools are deeply institutionalized and notoriously resistant to change. British Columbia's "Program for Quality Teaching" (PQT), an innovative professional development program based on peer consultation, is described and analyzed in this paper. A portrait of PQT's 5-year history and outcomes is presented next. Data were derived from personal experience, archival analysis, a survey of all 79 first-year participants, and 75 interviews with teachers. The factors for the program's effectiveness and growth are analyzed. Based on Bolman and Deal's (1984) discussion of "organizational frames," it is suggested that the nature of PQT allowed boundaries between frames to be overlapped. Speculation on PQT's lessons for organizational change in education is provided. A conclusion is that PQT fulfilled multiple needs for teachers, schools, and administrators by enhancing teachers' professional identity, growth, and recognition; bypassing labor relations issues; and creating a visible, shared product. However, because the innovation cannot easily confront the bureaucratic structure without affecting the symbolic, political, and human resource domains, it remains a program for individual rather than system change. (11 references) (LMI)