This study examined 24 elementary teacher education students' thoughts, feelings, and attitudes about university team teaching. More specifically, overall perceptions of course team teaching approaches, and their understanding of the course concepts, environments, and evaluations were investigated over the Spring Quarter, 2001. The data were collected using open-ended questions and were analyzed using inductive content analysis. Findings provide evidence that pre--and in-service students showed changes positively in their perceptions of team teaching methods over the time of the quarter.