High failure rates in introductory large lecture chemistry courses for STEM majors have been of concern for years. Through our weekly Team Approach to Successful Learning (TASL) workshops, students learn and apply problem-solving strategies, coached by specially trained peer learning coaches (LCs). These coaches concurrently enroll in Chemistry Topics for Teachers, which meets weekly to investigate best practices in science learning, teaching, and pedagogy. Compared with a previous non-TASL section of introductory chemistry, our students had higher final exam scores, with a significant decrease in student failure rates. Though our primary focus was improving the performance of students in chemistry, an ancillary goal was to recruit LCs into teaching. By the end of term, when asked to write a reflective essay, all stated that they had enjoyed the experience of helping students learn and that they would like to teach in some way in their future careers, even if within another profession. (Contains 1 table and 1 figure.)