Student teaching is a critical step in the process of becoming a teacher. Since its development over the past few decades, student teaching has become a requirement to attain a teaching credential in all fifty of the United States. Unfortunately, the relationship between student teachers and master teachers is frequently wrought with tension. This tension makes student teaching a frustrating experience for both parties, rather than an exciting time of shaping a novice teacher as he or she embarks upon a successful new teaching career. Recently, in an effort to improve upon traditional student teaching, the co-teaching model of teacher training has been developed. In this model, the student teacher and master teacher come alongside one another to plan, prepare, and teach classes together. The hope is that this new approach would help student teachers attain a higher level of success by providing them with more support as well as with opportunities to develop collaborative skills. However, the structure of co-teaching introduces a new interpersonal dynamic to the classroom. This dynamic contributes both strengths, such as heightened support for student teachers and their pupils, and weaknesses, such as increased planning requirements and decreased independence, to the student teacher-master teacher relationship. The following are appended to this document: (1) Monthly Survey; (2) Individual Interview Questions; (3) Group Interview Questions; (4) Research Information; and (5) Informed Consent Form. (Contains 12 tables.)