Team-teaching creates an opportunity for teacher collaborative learning. Teachers of English as Foreign Language (EFL) working in individual teaching contexts need to make a transition to team-teaching to successfully fulfill their roles as team teachers. However, teacher transition from individual to team-teaching is underexplored and there is an incomplete understanding of what happens when teachers make a transition. Thus, this qualitative case study provides empirical evidence on what happens during a transition (i.e., the two teachers worked together in pairs to successfully involve in planning, teaching, and assessing learners). The teachers' initial involvement in team teaching poses challenges. After some sessions the challenges were replaced with positive features such as 'increased classroom interaction', 'mutual support', 'needs-responsive instruction', 'increased L2 use', and 'teacher collaboration and learning'. Shedding some light on the issue of teacher transition, the study supports the notion of situated learning in a community of practice.