This study investigates the potential of engaging secondary pre-service teachers in a team-teaching approach called Socratic lectures to develop their communicational skills. An intervention was designed centered around a workshop sandwiched between a pre- and a post-presentation on natural logarithmic and derivatives to an audience of undergraduate students. A quantitative and qualitative analysis of 155 pre- and 92 documented post-experiences of the undergraduate students’ shows that the pre-service teachers’ presentations and communicating skills developed positively over the course of the intervention. The accompanying statistical analysis of Likert evaluation items shows asignificant increase of multiple communicational aspects of the pre-service teachers, and the line-by-line analysis of written evaluations support this claim regarding the pre-service teachers’interactivity. Issues about generalizability and future research is also discussed.