Team teaching has recently been introduced to the program in instructional design and technology in the School of Education at the University of Pittsburgh (Pennsylvania). For the past 3 years, collaboration and cooperation have been undertaken in the teaching of two graduate seminars: Research in Instructional Design and Technology, and Professional Issues. Of special concern are the affective results of such collaboration among the graduate students in the courses. The design of the courses, the textbooks chosen, the syllabus constructed, and the amount and quality of student participation in class required, are teaching methods that directly influence student affective behavior as well as set the tone for the classroom environment. Instructional effectiveness is often contingent more upon instructor sensitivity to classroom dynamics than on the instructional presentation. Team teaching requires formative evaluations of each class in which the collaborators review class activities and discuss what seemed to work and what didn't. At the end of the semester, students complete a teaching evaluation form for each course. The results of student evaluations may influence changes to be made for future courses. Most students describe a positive reaction to team teaching, to the teaching methods developed, and the style adopted for the graduate courses. (DB)