This paper describes a learning team curriculum structure in which the college professor relinquishes center stage in the classroom and involves students in two important tasks: (1) regular and specific reflection on their own learning and strategies for learning; and (2) asking their own questions. The learning team approach helps students learn more, value their own learning strategies, recognize their own knowledge, and demystify the knowledge base in teacher education. Participants in the study included graduate and undergraduate teacher education students enrolled in methods courses; data were derived from student journals, interviews, and in-class reflections. Results suggest that teacher education not be merely the transmission and practice of a series of techniques for instruction and management, but rather the transmission of qualities and conditions which social learning theory allows, such as the development of voice, the creation of learning environments, the pursuit of inquiry, and engagement in reflexivity. The use of collaborative learning teams contributes significantly to reflective practice by emphasizing the social nature of learning and reducing the risk factors which inhibit learning. (LL)