A study of a junior-level grammar class for preservice teachers was conducted by an observer at Miami University of Ohio to determine the effectiveness of a Socratic teaching style that allowed the teacher to do most of the talking. Students in the class also participated in the observation; they were interviewed regularly by the graduate student. Findings indicated that: (1) students were sometimes uncomfortable in the class--they felt pressured and were afraid to participate because they did not want the teacher to put them on the spot; (2) they did not understand the significance of a transition from one text to another, which illustrates how important it is that students know where they are going in a course and why; and (3) students found themselves reflecting about how they would teach a similar course themselves when they became teachers. Students were concerned about how they could best present the material; how they could best use their texts; how they could best prepare students for proficiency exams. Those students who chose to participate in the regular interviews as student-observers became more than just students of the material; they became students of pedagogy. The teacher of the course also found himself changing, adjusting his course to address student critiques passed on to him by the observer. (TB)