In response to global interest in the quality of post-secondary teaching, institutions are placing increasing emphasis on teaching development. This study evaluated the effect of a campus-wide, non-evaluative classroom observation initiative on teaching development at a post-secondary institution. A survey found that participants in this study were likely to initiate and/or engage in self-directed learning in the area of teaching development simply by watching other instructors. Participants also reported that they would adopt or adapt teaching techniques they had observed. In general, the initiative was positively received and found to be a low-cost, low-investment tool. We discuss the benefits of and potential challenges to implementing non-evaluative classroom observations.