The outcomes of the evaluation of a structured, peer-supported teaching development programme for academic staff are reported. Supported reflective practice forms the conceptual framework for the programme, which includes feedback on observed teaching and feedback on reflection. Key themes identified are the effectiveness of the supported reflective practice process, improvements to teaching practice, developing confidence and congruent espoused theory and theory-in-use, ongoing professional development and developing collegiality. Factors that facilitate the programme are explored, including the support triangle, the role of the educational developer in providing feedback and monitoring, and the role of the support colleague. Suggestions for implementation of similar programmes are offered.