Pedagogical research and empirical studies show that student learning is encouraged by a number of general characteristics displayed by teachers (Ramsden, 1992). One of them is enthusiasm for the subject and for teaching it. User-education in research libraries is often highly repetitive and contact time with students is limited. So the question is: how does one maintain enthusiasm? At Karolinksa Institute Library (KIB), user-education is organized in such a way as to try to achieve this. For example, as many of the library staff as possible are involved in library teaching, library teachers are given the freedom to choose both the courses they teach as well as the methods they use to teach them. Library teachers are also encouraged to teach in pairs. Despite these features, it is evident that during periods of intensive teaching, even the most enthusiastic of the library teachers at KIB tire. Perhaps the approach postpones the onset of teaching fatigue. In this paper, KIB's management of pedagogical development is presented in further detail, from models to statistics. (Contains 11 references. (Author)