In an effort to improve the quality of teaching at Oklahoma Junior College (OJC), the college's administration mandated peer coaching as part of a peer evaluation process. Peer coaching, a means of keeping valuable experience from being lost to the college due to death, retirement, or other separation, encourages instructors to learn about the art of teaching from and with their associates. The key in establishing a peer coaching program is the development and guarantee of non-threatening environments. At OJC, the following ground rules were established after extensive planning sessions with the faculty: (1) the administration is not to participate in any peer observations or in any feedback sessions; (2) the process must be non-evaluative and non-punitive and yet have the support of the administration; (3) the process is not intended to replace administrative or student evaluations; (4) the process is to develop according to each instructor's needs; (5) the administration is required to provide staff development sessions during inservices; (6) all peer encounters will be positive in nature and confidentiality will be preserved by all parties; and (7) the administration will require faculty members to turn in completed and approved peer observation forms three times a year stating that peer coaching has taken place. Because a peer coaching program cannot survive without a companion staff development program, the Minor-Preston model was developed, which defines the role of the faculty and the administration in relation to the staff development process, while outlining a combination of instructor evaluation methods and inservice opportunities. In addition, the complementary Minor-Preston peer coaching model was created, providing seven different observation techniques designed to match the individual styles and needs of instructors. (24 references) (JMC)