The purpose of this qualitative research study was to describe the impact of peer teaching on both the
students and the classroom environment. Students, enrolled in two Introduction to Teaching courses in
agricultural and extension education, were asked to engage in peer teaching activities. The researchers
utilized discourse analysis, textual analysis, individual interviews, and focus group interviews to gather
data addressing the research objectives. Overall, participants enjoyed both peer teaching and being
taught by peers. The peer teaching environment facilitated student interaction which allowed students to
assume the role of active participants. Students laughed, talked, and interacted throughout the lessons,
creating a warm and inclusive atmosphere. Specifically, students that engaged in peer teaching displayed
elements of metacognition, self-reflection, and career formation, coupled with a classroom environment
free from the typical instructional and relational constraints associated with instructor/learner
interaction.