The style of imparting specific language skills at the tertiary level is influenced positively by collaborative team teaching strategies. The teachers benefit more as they interact with each other frequently for designing and implementing tasks. The paper discusses the methods of involving three teachers for teaching in a classroom of 66 students through mutual accommodation. The creation of team teaching strategy was to facilitate undistracted learning environment as it had been difficult for guiding mentally-distracted L2 learners through the learning process to acquire language skills in a larger classroom. The study showed that the suggested strategy enabled teachers of different teaching skills to collaborate, help and support one another and supervise the process of learning more closely. The classroom environment was made suitable to learning through instruction, lecturing and pre-designed activities and enabled the learners of the same grade to learn language skills comfortably. Three faculty members (T1, T2, T3) were involved in training in language production, both in written and spoken forms and created a ‘conducive classroom’ situation. There was a gradual increase of student participation by the end of the study. The restricted flexible strategy also enabled the teachers to improve their teaching skills and correct the pedagogical imbalance by sharing their expertise with each other. The tasks were designed in such a way that the teaching expertise of each teacher involved in team teaching was used to the fullest possible extent. Team teaching also facilitated teachers to improve their teaching skills, though it had its own negative impact on the approach.