The purpose of this article is to describe a reform model of instructional collaboration, Japanese lesson study, which has been shown in previous research to enhance reform-based teaching. Japanese lesson study is a method of professional development in which teachers collaborate with peers and other specialists to improve teaching and learning. This paper gives an overview of the need to improve instruction at the college level and a summary of the difficulties of making change in higher education. We discuss how Japanese lesson study can be a practical guide for making improvements in teaching and learning in college settings. We present findings from cases on the basis of our experiences and provide suggestions for implementing high-quality lesson study in college science and mathematics courses. Finally, we review the benefits and limitations of the model in the context of higher education. (Contains 1 figure.)