This study examined the effects of peer coaching on elementary school teachers' professional attitudes and beliefs. Peer coaching programs are nonevaluative and are based on observation of classroom teaching followed by constructive feedback aimed at improving instructional techniques. An experimental group of teachers (n=23) voluntarily receiving peer coaching training was compared with a similar group of teachers (n=26), acting as a control, who did not receive the treatment. Both groups had positive attitudes and beliefs prior to the study. Training included sessions on supportive skills, the art of questioning, teachers' nonverbal communication, learning modalities, and thinking skills. Findings, based on a short survey administered to both groups before and after the training sessions, indicate that participants in the peer coaching experimental group exhibited no significant change in professional attitudes and beliefs, comfort level at taking risks experimenting with new instructional techniques, feelings of isolation, or job satisfaction level compared with teachers in the control group. The reason for this result may be that both groups had positive attitudes and beliefs prior to the study and that peer coaching may or may not have had an effect on maintaining the positive attitudes of the experimental group. Since peer coaching programs are designed to increase instructional effectiveness, longitudinal studies of the effectiveness of peer coaching are recommended for future research. (Contains 22 references.) (LL)