Co-teaching and various forms of team teaching are common in today's schools but have rarely been viewed in relationship to supporting novice special education teachers. Personal compatibility is consistently reported as a key factor in the success of co-teaching. Special educators who co-teach often take a backseat role in the general education classroom. Innovative instruction in co-taught classrooms is the exception rather than the norm. When co-teaching and teaming for inclusion occur in only some classrooms in a school, this may detract from a whole-school commitment to practicing an inclusive education philosophy. Teachers who co-teach and team report positive attitudes toward these forms of professional interaction; both hold promise for assisting novice special education teachers and increasing their retention.