Monthly meetings and a peer-observation program help novice teachers overcome isolation and practice new skills that support improved student learning. Peer observation is not without its difficulties. Above all else, the point of the program is to make teachers more comfortable observing, sharing instructional ideas, and learning from one another. For this to happen, administrators must encourage teachers to take the process seriously. The first step is to build teachers' confidence to ask questions and seek clarification when they do not understand what they are seeing during observation. Second, administrators must impose accountability but not provide direct oversight for the peer observation process. Third, initial hesitancy to engage in the peer observation process is not cause for concern; it is perfectly normal. Each school leader must evaluate his or her school and determine the appropriate time to engage teachers in actual peer observation or a precursory activity. To increase the chances of success, teachers should be brought into the early stages of development of the peer observation process. It is important to solicit their advice early and often on how to make the program fit a particular school. By working collaboratively, not only do administrators increase commitment and acceptance of the peer observation program, but they also gain some very vocal cheerleaders to champion its induction.