In recent years, collaboration has become a powerful tool in the writing classroom and in how teachers teach students to write, but there has been little research on how to enact collaborative techniques to help train teachers how to teach. An experiment was conducted in which potential secondary teachers collaboratively taught an introductory literature course for first-year students, receiving feedback on their teaching from each other, the first-year students, and the professor. Both the graduate student teachers in one survey and the freshmen students in two surveys reported their reactions and evaluations of the collaborative effort. Overall, the graduate students found the experience to be extremely positive. The first-year students' responses, though mostly positive, were not as enthusiastic as those of the graduate students. Many of the negative comments focused on grading, money, status, and a concern about the validity of the student teacher's knowledge. Some students felt that they were somehow being cheated. The students recognized the advantages of multiple perspectives, yet ironically the view of the teacher as sole authority surfaced. Overall, the students enjoyed having a role in training future teachers, while the potential teachers were eager and grateful to have the opportunity to teach a literature class. (HB)