Efforts in higher education to use students as teachers (peer teaching), thus providing them with the benefits traditionally enjoyed by professors are described. Four sections focus on the following: (1) peer teaching and the psychological basis for its benefits (cognitive level, affective level, and peer learning); (2) types of peer teaching used in higher education (teaching assistants, tutors, counselors, partnerships, and work groups); (3) strategies for academic planners (public relations, recruitment and selection, training, peer teaching manuals, and systematic approaches); and (4) how the classroom teacher can implement peer teaching (peer teaching experiences and approaches to peer teaching). The importance of further study to know whether different peer groups can be used consciously to enhance the learner's commitment to academic work is noted. A review of the literature on the subject reveals a need to better study the role of the professor in peer teaching. The fact that evaluation of peer teaching is fairly primitive raises the points that faculty should proceed cautiously in starting new programs, and there is a huge opportunity for evaluation studies. Recommendations from current literature include the following: learning may occur when students work cooperatively, both peer teachers and peer learners learn, and learning may increase with a blend of situations in which professors are present and are not present. Contains about 130 references. (SM)