Utilizing self-report data from 32 elementary and secondary teachers, this longitudinal, qualitative study examines the role shifts of both teachers and students as they adapted to teaching and learning in educational, technology-rich, Apple Classrooms of Tomorrow environments. At first, teachers in these instructionally innovative classrooms continued to rely on traditional teaching strategies despite radical physical changes brought about by the introduction of microcomputers, printers, laserdiscs, and other technological tools. However, over time, teaching methods changed from traditional lecture style to instruction dependent on student cooperative learning and peer teaching. Three major issues are addressed in this paper: (1) how and why teachers began to utilize student expertise; (2) how the roles of student experts were expanded as teachers recognized the benefits of peer interaction and collaboration; and (3) how changes at the classroom and institutional levels reinforced teachers' decisions to utilize student expertise. It is concluded that as teachers successfully attempt new classroom techniques, they see for themselves the value of educational strategies such as peer tutoring, and can re-evaluate their beliefs about teaching and learning. (27 references) (Author/DB)