Students on a science PGCE course were introduced to peer coaching. This article describes the structures developed to enhance student teachers’ professional attributes and then reports the results. The students were given questionnaires to ascertain to what extent they felt they had developed their professional attributes as a result of being involved in peer coaching. The questionnaire design provided both qualitative and quantitative data. The evidence indicates that the peer coaching procedures had a positive impact on student teachers’ professional development. Data was analysed and has been used to draw conclusions to inform peer coaching in an education setting
