This study examined the impact of instructional conversations about peer observations on the collaboration and perceptions of teachers at a western New Jersey middle school. This study's impetus comes from previous work of the same impact on an elementary school in Pennsylvania. The study focused on these conversations' reflective nature, and the non-evaluative opportunities teachers have to observe each other and provide feedback. The middle-level education pillars of adequate curriculum and instruction, leadership and organization, teaming, culture, and community form the foundation of this research (Association for Middle Level Education, 2010). Participatory action research framed the study in the teachers aiding in the design of specific protocols. Qualitative data analysis followed patterns associated with the collaboration and isolation, teacher perceptions of other subject areas and pedagogy, and teacher perception of the principal's involvement in class coverage. The work continued the research at the middle level to impact instruction and student achievement by fostering teachers' leadership opportunities and developing a collaborative learning community. [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.]