Although interteaching has been shown to improve students' understanding of course material in a multitude of classroom studies, only one laboratory study investigating it has been published. In that study, interteaching led to significantly higher scores on a quiz compared to other teaching methods. The goal of the present study was to add to the laboratory literature in this area by determining which components of interteaching are important for students' academic success. A pretest/posttest design was used in which participants were randomly assigned to experience 1 of 4 conditions: 1) reading; 2) reading plus prep guide; 3) reading, prep guide, plus group discussion; or 4) reading, prep guide, group discussion, plus clarifying lecture. The results demonstrated that condition 3 produced the highest improvement in test scores, implying that the group discussion was integral to producing positive academic outcomes.