A 4-week Sequenced Peer Teaching program for experienced faculty members of Ohlone College (California) was designed to bring faculty together for the development and/or improvement of teaching. The program included the teaching of a sequence of assignments by individual participants to a class of peers. The teaching was video-taped and replayed for group critique; assignments varied in complexity; emphasis was on teaching in a setting less complex than a classroom; interaction stressed candor; participants included faculty (mixed by sex and subject matter), administrators, and an outside facilitator. A basic premise was that the presenter should have maximum freedom within an assignment. Group discussions dealt with relationships with students, communication, instructional strategies, content, and the self-concept of the instructor. The different phases of the project and participants' reactions to them are explained. The project was judged successful by the participants, who become more aware of their own teaching and more self-critical of classroom work, and who developed feelings of rapport across departmental lines. Vigorous faculty leadership is needed to launch and maintain similar projects. For an earlier report on this program the reader may see ED 047 672. (CA)