As more faculty members utilize student-centered methods, we should also expect to see an increase in graduate teaching assistants (TAs) who are asked to co-teach these classes. However, little is written about the challenges TAs face and the adjustments they make when teaching student-centered courses. This study examined a student-centered course taught by the "hevruta" method, a dyadic approach that emphasizes text-based student discussions. Although students reported significant learning gains, both they and TAs had to negotiate new instructional roles. Based on student and TA feedback, strategies are presented to facilitate effective student learning in a student-centered course co-taught by TAs.