The purpose of this article is to provide a descriptive analysis of engaging teaching through cooperative learning at the graduate level, using an analysis of the teaching strategies and interactions between 33 pre-service teachers and their professor. Field notes were analysed along with interview data to generate a description of engaging teaching practices and its effects on students. The authors propose that this teacher's effectiveness was defined by the professor-student classroom interactions, a collaborative learning environment and use of cooperative learning. The consequence was increased student learning and motivation as well as a constructivist educational philosophy instilled in the minds of future educators.