Coteaching as a form of situated learning supports early induction into science teaching. A coteaching model for secondary science methods students and what has been learned from this model is described. Secondary science methods students in pairs were placed with a science teacher to begin teaching as peripheral participants. A cooperative inquiry method was used to study this model. In-depth learning about the model and how to make it work effectively came from a process of "research cycling" over multiple semesters. This learning has been put in practical form as a primer for cooperating teachers and methods students participating in coteaching. Constraints and limitations of this coteaching model are discussed.