Coteaching requires engagement by both student teachers and clinical educators during all aspects of student teaching and is an alternative to the practice of the gradual release of teaching responsibility to the candidate. Though there is an increased use of coteaching as a model for student teaching, little is known about how the model affords improved learning opportunities for student teachers. This study examined the role of huddling as a context for student teachers 'use of adaptive help seeking and learning how to adapt instruction "in situ." Findings from a cross-program study showed that huddles were evenly initiated by both student teachers and clinical educators, but distributed differently over time, predominantly occurred during teaching, and covered a range of topics such as classroom management and adjustments to instructional strategies. Data show that huddling is a context for learning how to develop adaptive teaching expertise.