Social studies student teachers were paired with a single cooperating teacher to determine whether peer interaction enhances professional development. Of the 10 students involved in the study, 6 were paired and 4 were assigned in the traditional manner, i.e., one student teacher with one cooperating teacher. Each paired student taught two classes independently while the partner assisted with planning and observing the classroom. In addition, each pair taught one class as a team. Traditionally placed student teachers taught at least three classes with the possibility of assuming the entire work load of the cooperating teacher. Measurements included ego concern, diversity of techniques employed, amount of reflectivity in professional talk (as monitored by tape-recorded sessions), and pupil perception of teaching effectiveness. Results indicated that pairing encourages variety and experimentation. Also, pairs substituted conferences with each other for conferences with their cooperating teachers without noticeable ill effects. However, personal and philosophical compatability between paired student teachers must be taken into account. General findings indicated that cooperating and student teachers approach teaching as a craft and that student teachers see a stronger connection between their subject matter courses and student teaching than between their professional courses and student teaching. (KC)