Research has shown that with thorough training, most teachers can acquire new skills and strategies to add to their instructional repertoires. However, the literature also identifies a frequent failure to transfer new knowledge to classroom practice among trainees. Building on previous research, the study reported here investigated the effects of peer coaching on the classroom application of new teaching techniques. A mixed design of group and subject comparisons was employed, sampling 21 teachers and 6 peer coaches in two school districts; student data were obtained from one class for each of the participating trainees. Data were gathered from observations, tests, teacher plans, and interviews. Major findings are as follows: (1) Peer coaches can be trained in a relatively brief period to provide follow-up training to other teachers. For peer coaches, continuing access to training and continuing work on content training are important factors. (2) Peer coaching increased the transfer of training rate for coached teachers compared to uncoached teachers. (3) Students of coached teachers performed better on a concept attainment measure than did students of uncoached teachers. Because the integration of strategies with curriculum is still the most difficult element of transfer, training should focus on "thinking" with new models. Design and implementation of effective training systems require determined leadership by administrators. A 38-page training manual, which includes a definition of coaching and examples of problems, is appended. A 36-item reference list is provided. (CJH)