University faculty in STEM disciplines often view the relationship between teaching and research as mutually adversarial and assume that the required skill sets for teaching and research are unrelated (Hattie & Marsh, 1996; Seymour, 2001). However, this assumption has rarely been empirically tested. Findings from mixed methods data suggest that participating in research experiences actually enhances the development of graduate students teaching skills. Further, emerging findings suggest that teaching may also benefit some facets of research skill development. Participants teaching was assessed using ratings of videotaped instruction, student surveys, and participant interviews. Research skill was assessed using the Lawsons and ACT Tests of Science Reasoning and the evaluation of written research proposals.