The purpose of the present study was to evaluate the impact of the pair discussion component of interteaching on student quiz performance for two sections of an introductory undergraduate course in behavior analysis with a total of 49 students. An alternating treatment design was used whereby the pair discussion was alternated in a quasi-random fashion with a whole-class discussion throughout the semester. In both experimental conditions, all other components of interteaching were in effect. Feedback on quiz performance was provided immediately upon quiz submission. Results show a slight advantage for the pair discussion condition, but no statistically significant differences between the two conditions. Social validity results show a preference for whole-class discussion. These results are discussed in light of the limitations and strengths of the study, and we outline directions for future research.