This pamphlet examines instructional improvement process in postsecondary education. It first discusses the importance of teaching, revealing that too little sustained attention to the process of teaching is a major deterrent to its improvement, and explains why teaching evaluation has been largely abandoned as the sole improvement mechanism. Then, it describes the development of the instructional improvement process in the Department of Special Services Education at the University of Tennessee (Knoxville), including the creation and efforts of an improvement committee, the adoption of an improvement model, and the final development and faculty acceptance of an improvement plan. Next, the process is discussed from two perspectives: (1) from the viewpoint of a faculty member as a member of the Instructional Improvement Committee; and (2) from the viewpoint of a faculty member who participated in the process. The pamphlet concludes with discussions on what was learned and some suggestions for other departments considering a similar process. (GLR)