In higher education, current teaching evaluation models typically involve senior faculty evaluating junior faculty. However, there is evidence that peer-to-peer junior faculty observations and feedback may be just as effective. This descriptive case study utilized an inductive analysis to examine experiences of six special education early career faculty, from different institutions, using the partnerships that enhance practice (PEP) model for technology-based observations of teaching in higher education. PEP paired early career faculty into dyads. Each participant served as a provider and a recipient of feedback on teaching. The data were derived from semistructured interviews with each dyad and additional information was obtained from four instruments that facilitated peer-to-peer observations. Findings suggest this technology-based model has the potential to improve teaching skills and serve as a tool for developing professional partnerships among special education early career faculty across institutions.