This article presents an action research study into how trainee music teachers in England use a structured discussion process called "Collegial Consultation" to learn about teaching. The research shows that, in Collegial Consultation, trainees learn from each other by offering several solutions to a problem, offering reasons for their ideas, trying to understand other people's ideas, signalling agreements with each other, disagreeing and building on each other's ideas. The article argues that the structure of Collegial Consultation promotes an ethos of equality that supports high-quality educational discussion, allowing trainee teachers to think together about teaching music within the classroom. (Contains 1 table and 1 note.)