An experiment in which students in an introductory accounting class took turns acting as teacher by giving presentations on accounting problems before the class produced mixed results. The majority of students benefited from the public speaking experience and a few may have learned the subject matter better as a result of it. In the study all students continued to be responsible for all the assigned homework problems but the oral analysis of the simpler problems was assigned to students on a rotating basis. The student in charge also had to answer questions from other students and the teacher. Other accounting classes taught during the same semester were used for comparison. Observation indicated that most students did their best and received cooperation from fellow students. Analysis of grades on the first exam indicated that the experimental class did significantly better than the control class. However, the experimental class also had significantly higher high school grades. A questionnaire administered to the students indicated some enthusiasm for the experiment and no evidence of negative impact, but also no clear-cut results. (IS)