A case study is presented of a course for experienced tertiary teachers at the University of New South Wales. The course, "Learning and Teaching," was a compulsory part of a masters program for those involved in teaching the health professions. Classroom events were used to identify and illustrate some general principles of adult learning and to encourage a fuller understanding of how undergraduates approach courses, teachers, and learning tasks. The significance of the first class meeting, assessment, the role of emotions in learning, teacher dependency, and methods of monitoring teaching and learning are discussed. It is concluded that this case study taught the instructor much about his teaching style and its effects on students, and that courses with little structure and no well-defined aims and objectives can still succeed. Appendices include a student form for assessing the course, the instructor/author's impressions of the course, and an evaluation of the course by two students. (Author/PHR)