The problems that turn up while trying to improve teaching and learning are rarely exclusive to one higher education system or one nation. British efforts at faculty development go back many years, and an examination of them may be helpful to members of other systems. Although British universities differ from American ones in ethos, history, and tradition, they are more diversified than other systems in Western Europe. In this sense they are often similar to those in the United States. Certainly the research training and orientation of professors is similar. In this review the structures and control of British universities, and the intense interest in faculty development, are examined. The British experience with the improvement of teaching is scrutinized, with a close look at the University of London and the University of Surrey. The teaching improvement activities are summarized, and those that are not transferable to the American institution are sorted out. (MSE)