Microteaching Lesson Study [MLS] is a cooperative learning experience that we felt could challenge our prospective teachers thinking about teaching and support their connection of theory and practice during an initial course on learning to teach mathematics. We studied seventy-four prospective teachers' perspectives on MLS over four sections of the course. MLS brings together cooperative groups of prospective teachers in cycles of planning, teaching, reflecting, and revising lessons. Findings from analysis of quantitative and qualitative data gathered through MLS Feedback Surveys and written reflective MLS reports revealed that our prospective teachers perceived MLS to be a worthwhile learning experience. In particular, they felt that most important about their learning through MLS was connecting theory to practice, collaboration, and reflection. Participants appreciated applying in teaching what they were learning in the course. They valued the alternate points of view and feedback resulting from collaboration with their peers and recognized the benefits of reflection in learning to teach. (Contains 1 table.)