During the 2012 spring semester, three individuals who care deeply about the quality of teaching and learning in higher education embarked on a journey with the humble goal of improving the teaching ability of a single accounting professor. This goal was broadened when they realized the “model” they developed had general application. The model included sustained mentoring across an entire semester followed closely by communications among the team members. The uniqueness of their approach included the addition of a student who was double-majoring in education and accounting to the team.