All university teaching professors have room to grow and develop as classroom practitioners. While informal feedback from university students through course evaluations provide some helpful information, a more formalized process via a reciprocal peer coaching model may yield more useful qualitative and quantitative data for improving instruction. The purpose of this replication study was to qualitatively study the benefits and limitations of reciprocal peer coaching in a university setting across disciplines. It is believed that this project will create a safe, dynamic forum for colleagues to set goals, provide and receive classroom observation data, reflect upon that data, all while adding to the repertoire of instructional strategies for higher education classrooms. It is hypothesized that implementation of reciprocal peer coaching in the professoriate will have a significant and positive effect on the participants’ knowledge of and reflection upon instructional delivery methods to better engage their students. Data will be collected through (1) pre and post instructional delivery methods’ lists (2) training session feedback (3) analysis of classroom observation notes (4) analysis of one video-recorded lesson (5) narrative self-evaluations, and a (6) final focus group.