This article reports on a professional development initiative organized by two junior university social work teachers. Along with three experienced colleagues, the two teachers experimented with a professional co-development group. The purpose of this group modality, which has much in common with peer supervision, is to reflect on professional teaching practice with a view to improving it. The co-development group approach is outlined here, and then two case examples are presented. The benefits and pitfalls of the group initiative for the teachers are examined, and the degree to which the approach meets the continuing professional development and support needs of university social work teachers is discussed.