Collaborative teaching is an option worth exploring at the elementary school level. The problem is many teachers lack the knowledge to effectively make these co-teaching relationships work. The purpose of this study is to identify effective co-teaching strategies to enhance collaborative teaching relationships. The study documents 1st through 4th grade classroom teachers, as well as individuals hired to work alongside the core classroom teachers, under their lead as "co-teachers"; an effort driven by the school's district to implement differentiated instruction and lower the teacher to student ratio. Participants were asked to reflect on themes previously published authors explored when they examined strategies to promote effective co-teaching relationships. Findings indicate the recommendations previous research outlined directly correlates with participants' feelings of dissatisfaction in their current co-teaching relationships in regards to collaboration through an equal partnership, communication which includes clarification of roles, responsibilities and expectations, an understanding of the six different co-teaching models, a secure common planning time, making the best use of a shared physical space, and sharing a similar teaching style/philosophy of teaching.