This paper describes the application of peer teaching to the training of prospective special education teachers. This approach emphasizes practicing the teaching act in a safe environment, i.e., one in which young learners are not at risk and in which the prospective teacher can receive feedback from peers and the instructor without fear of being graded by a supervisor. Prior to implementation of peer teaching episodes, students receive instruction in lesson planning and use of a systematic observation instrument to aid in instructional analysis. Each student then randomly selects a card which presents a "piece" of content to be taught, an age group, and the description of a child or children with a disability. The prospective teacher then prepares a lesson plan and materials seeking assistance from peers or professionals as well as the literature. Following lesson presentation to peers, feedback is provided by peers, the student evaluates his own teaching, and the student meets with the instructor for an individual conference. This approach has been positively received by students themselves, cooperating teachers, and supervisors. (DB)