This paper discusses a team-taught course we designed, executed and evaluated at Tibble Gymnasium, an upper secondary school in Stockholm, Sweden. With the use of a two-teacher system we wanted to overcome typical difficulties philosophical novices face. After discussing the justifications for designing and teaching the course, we continue to detail its structure and content. Next we evaluate the project with reference to data collected from the students and from reference groups. The resulting effects on students as well as teachers are considerable. The students in the project are, according to the data, more satisfied with their learning and earned higher grades than students in the reference group and the teachers have improved their philosophical and pedagogical skills.