Co-teaching is a frequently suggested service delivery model for meeting the needs of students with learning disabilities (LD) in an inclusive environment. However, there is currently little empirical research to support these suggestions. In this study, general and special educators at one secondary site taught ninth-grade English in four different conditions (co-teaching, mainstreaming, general education students only, and special education students only). The academic outcomes in reading and writing assessments for students with LD in the co-taught settings were compared to other conditions. Results of the study indicate that teachers who report to be co-teaching may be lacking the components cited in the literature as critical to the success of this endeavor--common planning, parity, and the use of varied instructional models. No significant differences were found between the conditions. Implications of this study and suggestions for future research are provided. (Contains 4 tables.)