The authors present initial findings from a collaborative self-study exploring student engagement as a measure of teaching effectiveness. Focused on their college classrooms during one semester, the study pilots a peer observation model of the Instructional Practices Inventory (IPI) (Valentine, 2005). Data collection included IPI codes, anecdotal notes, written reflections, and student course evaluations. Findings of the study revealed that, when supported by brisk pacing and instructional variety, a balance of higher-order student-centered activities and non-higher-order teacher-led activities effectively engaged students in learning. However, student and teacher perceptions about the effectiveness of the non-higher-order teacher-led activities sometimes differed. The authors conclude that the peer observation model of IPI data collection is a useful tool for better understanding one's teaching effectiveness in terms of student engagement.