This article reviews research on communication between preservice and cooperating teachers during a teacher internship. The research reveals that poor communication between preservice teachers and cooperating teachers can cause barriers to planning lessons, feedback, and teaching experiences. Additionally, research indicates that teacher-preparation programs rarely provide communication training to preservice or cooperating teachers. The results signify that the developmental levels, vocabulary used, and thought processes of preservice teachers can have impact on a shared level of communication. However, discussions that include collaborative planning and strategizing during which both parties offer professional input appear to be the best method for effective communication.