This paper presents a case study of four students working in pairs during a 1-year postgraduate Initial Teacher Education (ITE) course in the United Kingdom. The study examined the subjects' images and assumptions and developing teaching styles at the start of the year, and analyzed what they learned from each other during the school-based parts of their course using taped conversations between the partners and in-depth individual interviews at the end of the course. Findings suggested that peer work was of primary importance in the development of students' meta-learning, or the process by which they came to understand their own teaching style. Much of the peer interaction was in the form of general support. Students rarely offered each other advice or questioned each other but rather engaged in parallel, rather disconnected conversations that appeared to provide an opportunity for each to clarify and develop their own thoughts about their own teaching. The early articulation of images also appeared to enable students to develop their understanding of their own teaching style. Students who began the year with clear images of themselves were later able to reflect on how those images had changed or been clarified during the year. On the other hand, the student who began the course with an ill-defined image of himself as a teacher showed no ability to articulate either his self-image or his teaching style with greater clarity as the year progressed. (Contains 28 references.) (JB)