Schools have embraced the need for true collaboration among general and special educators. Many believe that if educators with varying areas of expertise and frames of reference are able to come together and collaborate on a daily basis in the same classroom, all students will benefit more: socially, behaviorally, and perhaps most important, academically. Thus, co-teaching between general education teachers and special service providers has increasingly become the service delivery approach of choice for many of the nation's inclusive classrooms. Co-teaching requires special and general educators to "co-plan, co-instruct, and co-assess" on a regular basis. These teachers collaborate with one another to teach students with and without disabilities in the same classroom, focusing on the use of collaborative and differentiated instructional strategies to increase the accessibility of the content for all learners. The major aim of this article is to provide specific items for administrators to ask for, look for, and listen for when observing co-teachers to assess their collaborative activities and, more important, to help guide them in their efforts to shape and improve their teaching. Ultimately, the goal is to improve the learning of students with and without disabilities by providing constructive feedback to the teachers working together in the inclusive classroom. (Contains 4 figures.)