In this chapter a faculty member and two undergraduate students investigate the practice of first-year undergraduate students serving as teaching assistants. The chapter is primarily a dialogue of three sections divided into three subsections. In each section a theme is initiated by one author, followed by commentary from a second author, and concluded by commentary by the third author, addressing both of the previous authors’ commentaries. In the next two sections the authors’ positions are rotated. Overall, the juxtaposition of the sections—and the subsections within—shows how teacher-student collaboration in the first year increases the academic experience of both students and teachers.