In the Japanese EFL context, team teaching involves a Japanese teacher of English (JTE) teaching with an assistant language teacher (ALT). The process of team teaching consists of three phases: pre-instructional, instructional, and postinstructional. Substantial research on the roles JTEs and ALTs play during the instructional phase of team teaching has been conducted but relatively little exploration into the pre- and post-instructional phases has been undertaken. A survey exploring JTE and ALT role conceptualizations during all phases of team teaching, their sense of role clarity, what makes team teaching enjoyable, challenging, and successful was conducted. Findings and pedagogical implications are discussed.