The intent of this action research study was to determine the effect peer coaching had on transfer of skills and content in the secondary arts classroom. Incorporating both qualitative and quantitative methods, the study took place in two public high schools, one a suburban high school and the other a first ring suburban high school (close to an urban setting). The students were 11th and 12th graders in a required dance class and an elective speech class. Data collection included: 1. initial and final student surveys, 2. pre- and post-intervention assessments, 3. teacher journals, 4. field notes from fellow educators, and 5. student refection sheets. The level of internalized learning, which allowed for transfer of skills and content into performance, increased. The results of this study indicate that using peer coaching positively affects final performances, classroom community, and the revision process in speech and dance classrooms. (Contains 6 figures and 4 tables.)