In general, people associate college and university teaching with lecture-based methods, in which an expert (the teacher) delivers information to a group of nonexperts (the students), who subsequently show their newfound "knowledge" by answering examination questions. Because of the common notion that knowledge and intelligence are traits that students "possess," many teachers believe that their job is simply to distribute important information to a captive audience. From there, it is the students' responsibility to learn the information as best they can. In this view, lectures are simply a medium for information dissemination, and the onus for learning falls squarely on students. Unfortunately, lecture-based methods that serve as the cornerstone of pedagogy in the U.S. educational system tend to be relatively ineffective at improving student learning. More and more, teachers are becoming aware of the ineffectiveness of lecture-based teaching. As a result, many are seeking alternatives that improve student learning and enjoyment. This chapter describes a new behavior-analytic teaching method called interteaching and the growing body of research showing that interteaching is more effective than traditional teaching methods.