Over the past two decades, postsecondary classrooms have been shifting from passive to active learning methods. This shift has been supported by behavior analysis, which has a rich history of strategies that promote active student responding and engagement. One behavior analytic strategy is interteaching, whereby students discuss questions based upon readings in pairs, and lecture is reserved for correcting errors and clarifying concepts. The author performed a systematic review of 29 articles focusing on this method. Interteaching appears to be an effective intervention for undergraduate classrooms, although most components of interteaching have not been thoroughly studied in isolation. To date, only two articles have been published that include data from fully online courses. More research is needed to determine which components of interteaching are critical to student success.