This study sought to analyze the process of learning to teach a course in educational psychology, focusing on the role of experience and expertise in facilitating or inhibiting the process. Using action research methodology, correspondence between the instructor and a colleague on the process of learning to teach the course was analyzed to examine the instructor's assumptions about course design, teaching methods, student assignments, time constraints, and attitudes toward the course. Student and instructor journals were also examined to determine how the students learned various topics in the course and how the instructor's attitudes toward the course developed over the semester. Reflections of the instructor and her colleague are discussed in light of the instructor's knowledge of pedagogical purpose, expectation for high levels of accomplishment by students, belief in the ability to change students' beliefs, and willingness and ability to learn new things. (Contains 43 references.) (MDM)