The purpose of this study was to test the effectiveness of the paired-placement of student teachers in secondary school settings. Participants were 23 student teachers who were placed as partners, their mentor teachers, and a sample of the pupils in their classes. Results indicated that pair-placed student teachers enjoyed a rich learning experience because of the tensions, dialog, and reflections that grew out of being placed with a peer. The secondary settings allowed for a combination of solo and team teaching. Results also suggested that pupil learning was facilitated by having two student teachers.