Western Carolina University's task force on teaching effectiveness and the resulting faculty development program are described. Section 1 outlines the conditions from which the effort emerged, all supporting a climate in which mediocre teaching appeared to be the norm: changes in the student population, steadily increasing pressure on faculty for disciplinary specialization and publication, and lack of systematic preparation for college teaching. The effects of these conditions on faculty at the university before 1985 are described and task force activities from 1985-88 are reviewed briefly. The results of the activities include a reaffirmation of the centrality of teaching in the university's mission, increased respect among faculty for their colleagues, and increased collegiality, decreased criticism, and an increase in cross-disciplinary support teams. In addition, the institution has begun to gain a reputation for understanding and promoting teaching excellence. Finally, guidelines are offered for successfully adapting the program to other settings, including working from a base of scholarship, beginning with an interdisciplinary group of committed teachers, identifying special leadership skills, providing financial support and freedom from constraints, using strengths, sustaining faculty ownership, and modeling effective teaching in all sponsored activities. Contains two references. (Author/MSE)