This study examines pre-service team-teaching (TT) training courses for Japanese and English-speaking international students in an education-majored university. The author’s participant observation, interviews with the students, and their reflective notes were analyzed. Japanese students’ English communicative competence is a decisive factor affecting TT role-sharing and satisfaction of their TT performances, but power struggles were sometimes seen. Additionally, opportunities for on-campus intercultural interactions were created through collaborative learning, contributing to enhancing the Japanese students’ intercultural skills.