This paper discusses the amelioration of college teaching by the use of peer review within a supportive mentor relationship. In such a relationship, the mentor and the more junior teacher work as peers, and this removes the punitive element from the evaluation process and adds an element of support. The peer/mentor evaluator can be simply a colleague who is asked to observe and provide feedback, or could be part of a project to improve teaching excellence. The elements of a peer/mentor teaching evaluation include: (1) positive feedback first; (2) comprehensive evaluation; (3) recognition of areas where the evaluating peer's expertise is lacking; (4) emphasis on context; (5) recognition of other responsibilities that impact on teaching; (6) emphasis on growth and a "better way" to do things; (7) emphasis on mutual support; (8) focus on the enhancement of tactics, techniques, and strategies to improve learning; and (9) separation of the personality of the instructor from the instructional process. Areas of concern include discrepancies between peer evaluation and students' evaluation of the professor's instruction, the consequences if improved teaching does not result from the peer review process, and consideration of research and service as other components of college faculty positions. (Contains 18 references.) (JDD)