Teacher education programs for preservice teachers have traditionally focused on study of the theoretical base of instructional strategies and on observation of relatively expert demonstrations. Until recently, practice, feedback, and coaching functions were reserved for student teaching experiences or delayed until induction and inservice development experiences. Of these functions, only coaching still remains for preservice teacher educators' adoption. This paper describes the strategies used in a general secondary methods course to build a collegial learning environment among preservice teachers, an environment that prepares them for a coaching model to be used in later staff development and assists in their learning of alternative instructional strategies. Discussion focuses on the strategies used by course instructors to coach students as peer demonstrators and coaches in a variety of teaching models. Perspectives of both instructors and students concerning the advantages and disadvantages of peer modeling and coaching are reported. The paper concludes with a discussion of the implications and limitations of the coaching model. (Author/JD)