This thesis describes a peer observation program implemented among American and Japanese teachers in the English Department of Hiroshima College of Foreign Languages, a two-year vocational college in Hiroshima, Japan. Each participant functioned as both an observer and observee, while pre- and post-observation meetings were held between the observer and observee. Both then completed a questionnaire about the peer observation process. The project met the anticipated goals of making teachers aware of the need and usefulness of peer observation, that positive things were happening in the classroom, and that they could rely on other teachers for support, encouragement, and feedback. The pilot study demonstrated that peer observations were worth implementing because: (1) teachers gained valuable insights into aspects of their teaching; (2) observers learned from their colleagues' teaching; (3) teachers worked together instead of in isolation; (4) teachers became more involved in preparing for class; (5) students were more attentive in class; and (6) the results from peer observations helped teachers decide how to improve their teaching effectiveness. (MDM)