This study examines an embedded professional development practice for secondary teachers, namely peer-to-peer observations (P2POs). P2POs involve teachers identifying goals and watching colleagues teach in order to expand their knowledge, practice and pedagogy. The research questions addressed are: what are teachers' experiences with P2POs, and what do teachers learn, if anything, from P2POs? This study took place during the 2010/11 school year at a Midwest, suburban public high school located in the United States and relies on survey and interview data. Sixty-five percent of faculty ("n" = 28) responded to an online survey, and eight teachers and one administrator were interviewed ("n" = 9). Results indicate that P2POs afforded many teachers choice, on-site learning opportunities and increased collegial respect. Findings also highlight inherent challenges regarding this model of solitary, one-time professional development. (Contains 1 table.)