Teaching quality has long been a critical issue concerned by both educators and researchers in higher education. Many studies have proved that peer review of teaching (PRT), as one subtype of educational evaluation, can be an effective means to improve faculty teaching practices. This study aims to examine how PRT works to improve teaching quality for faculty in the context of US higher education, and in turn, generalize a universal pattern or framework for implementing PRT in universities or colleges. A comparative case research design is applied to answer the research questions related to contextual factors causal mechanism, changes (outcomes), and their contribution of PRT on teaching quality in US higher education. Three doctoral dissertations were selected as data. The three studies were selected to provide convincing arguments for implementing PRT to improve teaching quality in US higher education. The cases chosen for this study consistently identify some very common rationales. Each of the three studies presents the process of PRT and the faculty's perspective on it, which are quite beneficial in constructing the framework of PRT to design a PRT initiative in a university or college to improve teaching quality. Additionally, each of these studies presents the process and context of implementing PRT in different programs and the participants' perception of PRT, which helps explore what works behind PRT. Social constructivism and adult learning theory are the theories helping illustrate the causes that lay behind the outcomes of a PRT program. The CMO configuration of realistic evaluation is utilized as the framework to collect data from three dissertation case studies. A PRT Model is developed together with three implementation principles and PSRP Question List based on the findings of this comparative case study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]