This paper presents an evaluation of the Peer Coaching Seminar Course offered through the Peer Coaching Rural Inservice Model (PRISM) project at the North Dakota Center for Persons with Disabilities. This online course was designed to help rural teachers learn both peer coaching and classroom management skills. Twenty first- or second-year teachers who had completed the course responded to a questionnaire that addressed implementation of the peer coaching process including implementation of all 10 steps, environmental changes, lesson structure and delivery, teaching effectiveness, information searches, peer consultations, and student behavior. Major findings indicated: (1) 65% of respondents continue to use some or all of the components of the peer coaching process up to 2 years after taking the course; (2) 70% of teachers reported positive environmental changes and half reported changes in lesson delivery and structure; (3) the teachers did not regularly use the Internet or the project's Web site for information on classroom management issues; and (4) the overall impact of the course on teachers was positive, with many teachers emphasizing increased self-examination. Effects of the course on student behavior were unclear. (DB)