A description is given of the Teacher Enhancement Program developed by the University of New Mexico in conjunction with the Albuquerque (New Mexico) Public Schools. In developing this program, designed to discover and address the needs of mid-career teachers, the developers first examined the rationale behind preservice and first-year supervision and support programs and the ways in which knowledge of beginning teachers might inform the choice of a program responsive to the needs of experienced teachers. A discussion is offered on the problems faced by the program planners, such as questions of costs to the institutions and participants and allocation of time. The collaborative roles of the university and the schools within the organization of the program are described. In discussing the design of the curriculum, an explanation is presented of the reasons for deciding to create a model that included a focus on the teacher as an individual striving for self-improvement. From this focus, a model emerged that had a framework encompassing six major themes: reflection, empowerment, knowledge, collaboration, articulation, and self-evaluation. (JD)