The purpose of this action research study was to implement a peer walkthrough model so teachers at Blenny Elementary (a pseudonym) could develop a common, deeper understanding about school improvement instructional strategies, and to increase the frequency that school improvement instructional strategies were being used in classrooms. The walkthrough model used for this study was the Mid-continent Research for Education and Learning (McREL) peer walkthrough model. This model is based on research on instructional practices in "Classroom Instruction That Works." The central research question was posed to study what happened at Blenny Elementary when the McREL peer walkthrough model was implemented. All 20 teachers who participated in this action research project benefitted from the experience. Analysis from the McREL peer walkthrough model and other data sources provided evidence of how Blenny Elementary integrated the peer walkthrough model to support school improvement. The action research study used a qualitative approach for collecting, analyzing, and interpreting data. Analysis of social contexts of this study suggested that implementation of the peer walkthrough model provided positive professional learning. When teachers had opportunities to observe one another and engage in collaborative conversations about their observations, the use of school improvement instructional strategies increased. Implications for practice included providing further training of walkthrough teachers, developing protocols for classroom observations, and making feedback interactive to enhance teacher learning. Recommendations for practice included developing a site-specific peer walkthrough model and providing sufficient time to practice instructional strategies and engage in substantive conversations about the feedback. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]