Throughout the history of education, educators have created a variety of techniques to best support students. As students with disabilities began to be instructed alongside their peers, new collaborative teaching practices started to take shape. As defined by Friend et al. (2010), co-teaching is an educational best practice implemented in various settings such as special education and English as a second language. This project explored teachers' perspectives of co-teaching in an inclusive classroom. Employing a mixed-methods design, both qualitative and quantitative approaches were triangulated to determine the perceptions of the general and special education teachers in Grades 1 through 6. After the data were analyzed, it was determined that participants had a positive outlook on co-teaching as it benefited all students. Additionally, it was revealed that the collaboration and co-planning process between general and special education teachers develop trust and essential roles of the teachers. The findings reaffirm research on the collaborative process of co-teaching as well as its efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]