Research on transactive memory has showed the positive effects of training together. This study investigated how feedback and reflection affect transactive memory in settings where there is no time for elaborate team training. Newly formed teams were given accurate, false or no feedback about their individual performance on a prior administration of an intellective task. Team receiving no feedback either were given time for reflection to discuss their prior performance or not. Our findings suggest the need to support newly-formed teams in their attempt to determine how expertise is distributed among its members along with the potential of feedback to create transactive memory systems.