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Peer review of teaching has the potential to advance the quality of learning and teaching in higher education, however peer review of teaching is currently not commonplace in Australian universities. This project aimed to encourage and support greater participation in peer review of teaching through the creation of resources to assist institutions to effectively implement policies and programs of peer review of teaching. To this end the project investigated current practices nationally, engaged the higher education community in discussion of the issue, and developed resources appropriate to the Australian context. In particular, the project sought to accommodate the diversity of institutions, local environments, and purposes. The aim was not to prescribe a standard approach to peer review of teaching. Rather, the resources describe the decision points in program design, and the key considerations associated with each. The project included: a national survey of peer review of teaching activities in Australian higher education, with detailed responses received from 26 institutions; significant input into the development of a ‘framework’ for peer review from staff drawn from 11 Australian universities, forming the project’s reference group and invitational ‘expert workshop’; the production and distribution of a comprehensive handbook on peer review of teaching, designed to support institutions in the development and embedding of programs of peer review; and a full-day colloquium involving 85 participants from 29 universities.