The present paper engages in a qualitative research of self-assessment of two lecturers and their students within the framework of a mathematics teaching seminar course (a course during which students submit a research final work) at a teachers' training college in Israel. Two lecturers co-teach in the course - one of them in the discipline of mathematics and the other in the discipline of academic literacy. The study explores the development process of this experience in the course of one academic year. Data were gathered by means of observations, interviews and reflection records, and the data analysis was done by the "grounded theory" method. The research findings indicate that the self-assessment experience of students is far from being faultless. (Contains 2 tables.)