The Teaching Excellence Program, designed to promote faculty use of practice-centered inquiry, was conducted at a large research university (Ohio State). The program was based on a conceptualization of practice-centered inquiry that draws on action research, reflection-in-action, and action science ideas. Data collected throughout the program included tape recordings and field notes of faculty meetings, consultant notes on faculty activities, products generated by participants, organizational documents, and written evaluations of the program. A desire for collegial interchange on teaching was found to be a major aspect of the program. Participants were encouraged by an awareness that others cared about teaching in an environment where the reward system is not perceived as being supportive of teaching improvement. This paper provides an overview of the program, including a description of aims, format, and participants. The concerns expressed, topics explored, assistance and support needed, the evolving pattern of interactions, factors which supported or inhibited participation, and various effects of the program are summarized. (Author/CB)