Between January and April 2000, Mount Royal College in Calgary, Alberta, Canada piloted an anonymous online faculty-administered teaching assessment tool. Five instructors volunteered to participate, and 5 students from classes taught by each instructor joined them in focus groups, for a total of 30 focus group participants. The quantitative and qualitative results from the pilot are discussed and used to determine what influence, if any, the tool had on the teaching and learning environment. Preliminary findings suggest that the software was valuable from both student and faculty perspectives. (Contains 2 tables and 17 references.) (Author/SLD)