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Teacher preparation programs support the development of effective early childhood (EC) teachers through multiple methods. Team teaching is one approach that may facilitate students' learning and understanding. The current study collected data from 55 pre-service teachers to examine their perspectives on their experiences in team taught courses in an interdisciplinary EC program. A qualitative and quantitative approach was used to analyze survey items so that data from both close-ended and open-ended questions contribute to the findings about practices being modeled and benefits and challenges in team taught classes. Strategies to support this instructional approach in teacher preparation programs are discussed. • Quantitative and qualitative results provide pre-service teachers' perspectives of team teaching. • Team teaching provides pre-service teachers with differing perspectives that enhance learning. • Team teaching models effective collaboration between two differing specialists. • Team teaching provides a good role model for pre-service teachers' future teaching careers. • Team teaching that includes families of children with disabilities is impactful. [ABSTRACT FROM AUTHOR]