A project undertaken to observe an instructor in three college courses in three consecutive quarters provided an opportunity to examine the teaching process in a holistic way, seek students' views in the classroom, and describe a collaborative approach to teaching assessment and development. Factors taken into account in the holistic model of teacher evaluation used in the project included individual differences among students, instructor style, instructor-student interaction, environmental factors, and organizational factors. To investigate student differences, surveys were distributed to students on the first day of classes each quarter, soliciting information on their educational backgrounds, goals, motivations, expectations, characteristics, world views, personality characteristics, and styles of creativity. The instructor also completed personality and world view inventories to gather information on instructor style and was observed and videotaped to examine in-class dynamics, exchanges, feedback to students, and the social-psychological climate. In addition, students were surveyed about the course and interviewed to determine their perspective of teaching and learning in the course. These students showed that they were very perceptive about the instructor's goals, had constructive suggestions for improvement, and enjoyed being asked about their ideas. The holistic approach proved a benefit to the instructor, the students, and the researcher, who all gained insight into the collaborative teaching-learning process. The survey instruments are appended. (BCY)