Teaching can be an isolating profession. One way for teachers to learn from one another and develop collaborative professional relationships is through peer observations. One of the high schools in central New Jersey implemented a peer observation program called Professional Learning Visits, or "PLVs". This study sought to determine the teachers' perceptions of the impact PLVs had on the sense of community and instructional practices at this school. The results of this study indicated that PLVs positively influenced the sense of community, as teachers had more professional conversations that resulted in improved opinions of their teaching as well as their colleagues' teaching. Additionally, teachers found PLVs to be a productive professional development tool. They incorporated observed strategies such as questioning skills, classroom management techniques, and technology implementation. The study yielded five major findings that support the use of peer observation as a method to counter teacher isolation and increase the implementation of new instructional practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]