At a time where accountability and transparency are dominant rallying calls from governments and students alike to improve the quality of teaching in universities globally, the language and processes of quality assurance, audit and quality enhancement are now a central element of the lexicon of both university managers and teachers. The common aspiration is to improve the quality of student learning outcomes through a systematic approach of data collection, analysis and decision-making. The challenge for universities is how to do this. This volume presents one approach that is gaining acceptance across the world, namely peer review of teaching. This monograph draws on contemporary theory and practice to provide guidance for the development and implementation of peer review of teaching.