This study investigated effect of team teaching on learning outcomes of undergraduates of Faculty of Education in Rivers State University Three research questions and three null hypotheses were formulated to guide the study. The population of the study is 140 undergraduates of 2020/2021 academic session of Faculty of Rivers State University. The entire population of 140 students were studied as an intact class without sampling. The study adopted the use of two different instructional methods, the team-teaching method and the conventional lecture method. An instrument titled Learning Outcomes Test was designed and used to address the three research questions of the study. The instrument was subjected to face and content validity by three experts, one expert in the Department of Educational Management and two others in Measurement and Evaluation. The reliability of the instrument was established using test-retest reliability method while z-test statistics was used to analyze the test scores of the experimental and control groups. The result showed that undergraduates taught using parallel teaching, differentiated teaching and one-teach-one-assist had a higher mean performance score than those taught using conventional technique in the learning outcomes test. Consequently, it was recommended among that, the university should address the question of operational support whenever it is considering parallel teaching because teachers are sometimes emotionally drained teaching diverse students, the university should support teachers’ utilization of differentiated teaching by motivating them to maximize teacher leadership and one-teach-one-assist should be use when one teacher has more expertise in the topic and when individual student needs more assistance in the university.