This research project examined how student and practicing teachers interacted and learned reading methodologies during an intensive literacy institute. When developing this learning opportunity, careful consideration was given to best practices and calls for reform in teacher education. The curriculum focused on fostering extensive knowledge about all aspects of literacy through hands-on learning and immediate implementation at nearby public schools. It was hypothesized that both groups of teachers would benefit from participating in the institute. It was further hypothesized that preservice teachers would acquire first-hand knowledge about classroom practices by working closely with practicing teachers and that the inservice teachers would learn current pedagogy from the preservice teachers. Both groups of participants reported learning valuable pedagogy through this institute. The preservice teachers confirmed that they had gained valuable information from the practicing teachers. Inservice teachers reported that the teacher candidates had a positive impact on their learning. (Contains 2 tables.)