This article outlines one university's move toward implementing a co-teaching field experience, with pre-service teacher candidates acting as peer-to-peer co-teachers. In order to better meet the needs of pre-service teacher candidates (PTCs) and continually develop their ability to grow as reflective PTCs, two teacher educators applied co-teaching strategies in a field experience setting by having students teach as co-teaching pairs. The developed model includes ways to gather feedback during co-taught lessons in an effort to help the co-teaching pair be more reflective on their teaching and set future goals. Initial data collection shows positive results for participating pre-service teachers.