Abstract: Limited research on peer networks in educational technology professional development for future faculty guided our three-phase study consisting of qualitative analysis of self-reports, quantitative analysis of follow-up survey data, and correlational analysis of the content of self-reports with the survey data of future faculty participants at the Teagle Summer Institute 2013. A t-test was used to get mean differences between survey respondents that were part of the institute (i.e. Treatment Group) and those respondents that were not part of the institute (i.e. Control Group). Respondents in the treatment group engaged with significantly more peers regarding teaching decisions than respondents in the control group. Outcomes, limitations, and subsequent directions of collaborative activities for developing future faculty peer networks are discussed.