This study developed and tested a model for using peer coaching to improve college instruction of culturally diverse students. The model's four elements include: change based on collegial relationships combined with peer interactions; dealing with classroom problems through positive behavior change of professors; presentation of observation results by peer mentors in a way that will allow faculty members to accept them as valid, internalize them, and use them to identify needed changes in a risk-free atmosphere; and teacher change through group efforts which are given perceivable prestige or tangible reward by administrators. Twelve tenured faculty members taught college classes to primarily Hispanic and Black students in factory or community settings. Faculty were trained in specific techniques for improving classroom teaching, such as questioning strategies, discussion strategies, student mediating of ideas, setting of expectations, lesson pacing, wait times, and content densities of lessons. Peer dyads observed each other's classes and discussed strategies for improvement; the project director met with each dyad biweekly, and the entire group also met biweekly. At the end of the semester, the faculty were more positive about their ability to teach nontraditional student populations and were more positive that high expectations could be set and gained for them. Professors showed an increasing use of a variety of teaching techniques. (Contains 44 references.) (JDD)