The study examined the influence of learning to teach in pairs on eight first-year teachers. Each participated in an experimental program during student teaching, a peer-teaching model, where two student teachers worked with one mentor. Some worried that the peer-teaching model would not prepare them adequately for the realities of classroom teaching. The findings of this follow-up study revealed that, with one exception, student teaching in teams prepared these novices well for the roles, responsibilities and relationships of teaching as beginning teachers. Abundant feedback increased instructional effectiveness, peer collaboration, sensitivity to children, and openness to ideas.