Faculty preparation in schools of business continues to offer little or no instruction on how to teach. University instructors, generally teaching the way they were taught, continue to rely on teaching methods with which they are familiar. To exacerbate the issue, a shortage exists in terminally qualified accounting instructors. More and more professionally qualified, master's degree holders are entering the ranks of accounting educators. However, many have no experience in classroom instruction. Recently a new accounting graduate program was developed at a formerly undergraduate-only institution. During the design of the program curriculum, it was discovered that no funding would available for graduate assistantships or tuition waivers. Knowing that involvement in teaching and research processes was an important component of a sustainable program, department faculty circumvented the funding issue and created a course, The Teaching of Accounting, to encourage student-faculty interaction and mentoring. Shortly after the graduate program launch, two students independently approached the program coordinator and requested that they be permitted to take the course. The course had two distinct components: (1) students serving as teaching assistants, shadowing an experienced instructor, and (2) students actively involved in a Teaching of Accounting Seminar with another experienced instructor. Success of the first course warranted a second offering of the course, with similar results. One of the students from the first offering is currently teaching accounting at a community college, and one of the students from the second offering will be entering an accounting Ph.D. program in the fall of 2013.