A study conducted to determine the effect of students who were assigned to student teach as a member of a two or three-man team used a sample of 48 social studies majors preparing for secondary school certification randomly selected from all such potential student teachers in the Individualized Secondary Teacher Education Program (I-STEP) at Brigham Young University during fall semester 1969-70. Solo and team student teachers were compared on data gathered in three categories: 1) performance in nine areas on pre and post student teaching videotaped 15-minute lessons; 2) classroom interaction using Verbal Interaction Category System; 3) self and cooperating teacher ratings on questionnaires relating to perceived growth in teaching knowledge, skills, and attitudes. The analysis generally favored the student teaching teams over their solo counterparts. It was noted that team student teaching, compared to solo experiences, allows for greater individualization of teaching and student learning, changes the self-image of prospective teachers positively, provides additional teacher models and helpful peer evaluation, aids trainees in maintaining composure during stress situations, permits significantly greater involvement of school children in learning tasks, encourages more frequent and appropriate teacher reinforcement behavior, and yields less teacher initiated talk. (RT)