The author empirically tested an in-class experiential team formation exercise that combines the benefits of professor- and student-directed methods. Previous studies have focused on analyzing the advantages or disadvantages of one method or the other but have not brought together the benefits of both. The present study was conducted over a six-year period and includes data from 18 management capstone course sections. The professor-guided, student-implemented experiential method tested had students present themselves and interview each other. Results showed that students consistently rated these teams as superior in availability, cohesiveness, and performance, and 86% preferred this method over others.