This study investigated the types of preservice training received by Japanese Teachers of English (JTEs) and assistant language teachers (ALTs) before participating in team teaching (TT), also assessing how they described their experiences with TT, the kinds of knowledge and experiences they believed should be included in teacher education, suggestions for improving TT, and problems with TT. Data collection involved interviews with two JETs and three ALTs. Two of the respondents were Japanese, and three were American. Data analysis indicated that the JTEs had no training for TT, but all of the ALTs had received some hands-on training for TT (e.g., information on Japanese culture). All respondents believed that the success of TT depended on the teachers with whom they worked, the school, and the district. Lack of time for TT preparation and lack of English proficiency were significant obstacles for JTEs, who also mentioned problems with ALTs' uncooperative attitudes. JTEs felt that teachers needed better English proficiency, while ALTs recommended more practical and specific knowledge about the situation in Japan. Participants' suggestions to improve TT ranged from daily-based concerns to team teachers' classroom roles. Respondents unanimously reported lacking channels to access upper educational administrators. The questionnaire is appended. (Contains 14 references.) (SM)