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Description: Data and materials for the study: "A Systematic Review and Quantitative Analysis of Interteaching" Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline, 2002). We updated and expanded previous interteaching reviews and conducted a meta-analysis on its effectiveness. Systematic searches identified 38 relevant studies spanning the years 2005-2018; the majority conducted in North American undergraduate face-to-face courses. The most common independent variables were manipulations of the configuration of interteaching or comparisons to traditional-lecture format. The most common dependent variables were quiz or exam scores. When asked, most students indicated a preference for interteaching. Only 24% of all studies implemented at least five of the seven components of interteaching (i.e., discussions, prep guides, record sheets, clarifying lectures, contingencies on discussion/prep guides, frequent assessment, and quality points). Prep guides, discussions, record sheets, and frequent assessments were the most commonly implemented. Meta-analyses indicated that interteaching is more effective than traditional lecture or other control conditions, with an overall large effect size. Furthermore, variations in the configuration of the interteaching components do not seem to substantially limit its effectiveness, as long as the discussion component is included. Scheduling weekly interteaching sessions, using multiple-choice questions, and conducting multiple and frequent assessments are factors that moderate interteaching effectiveness. Future areas of research informed by the present review include (a) investigating the efficacy of interteaching in additional academic areas, online environments, workplace training, and continuing education, (b) testing alternative outcome measures, generalization, and procedural integrity, (c) conducting systematic component analyses, and (d) measuring social validity from the instructor’s perspective.