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Many universities now have formal programmes of professional development for academics, particularly in the early stages of their teaching careers. Once this initial stage has passed it is generally up to individual academics to take responsibility for the further development of their teaching skills and usually assumed that this will occur naturally as a result of experience in the academic workplace. The focus of this paper is an exploration of the proposition that the process of team teaching can offer the opportunity for enhancing teaching skills, especially when a conscious collaborative reflective approach is adopted. The paper argues that such an approach has the potential for rich workplace learning that can enhance professional practice. Drawing on interviews conducted with academic staff engaged in team teaching within one faculty, the paper considers how the process might best be organised to nurture professional practice and some of the challenges arising from its use.