In 1990, a county school district in the metropolitan Atlanta area collaborated with West Georgia College's School of Education to equip experienced teachers with the skills necessary to nurture new teachers to become more reflective and to share in cooperative learning. A study was conducted to examine teachers' perceptions of the program and of how well it was working in their school. A questionnaire was administered to mentor teachers participating in the first 2 years of the program. Data were analyzed and compared to determine any significant changes in perceptions since the program's inception. Qualitative data were also collected for 2 years from personal journals kept by the participants. Results indicate the program has impacted staff development; collaboration and teamwork among teachers has improved; and teachers are more creative and willing to share ideas and effectively use school, county, and college resources. This specific cooperative program has strengthened the teaching behaviors of new and experienced teachers, due in part to the continued commitment from the district office. Implementation of continual feedback and practice sessions empowers teachers and provides a cost-effective means of providing in-service activities in individual schools. The response forms and results are included. (LL)