For a one-semester study it was hypotnesized that a team-taught group of students enrolled in an introductory course in education would achieve higher scores than traditionally taught students and that the students' decision to become teachers was independent of the teaching method employed. An experimental group, consisting of 78 students combined into one class, was taught by a team of three teachers. A control group of 55 students was divided into two sections, one taught by a team instructor and one by a regular instructor. The data of the control group was combined to minimize teacher variability. A standard examination was administered with a check list to determine the influence that the course had on the students' decision to become teachers. Statistical analysis of the data indicated that students taught by the team achieved significantly higher scores than did those in the control group. Also, the check list revealed that the teaching approach used did not influence the students' decision to become teachers. Teacher variability in the control group, the major limitation of the study, might have been reduced by using the team instructors for both control sections. (Author/SM)