Classrooms today are much more diverse than they once were. Teachers must be prepared to acknowledge various academic differences within their classrooms. Embracing those differences and teaching for equity is essential for moving our society forward. Co-teaching can assist schools in meeting the needs of all students in inclusive classrooms. This qualitative study's purpose was to continue developing, growing, and improving co-teaching by creating a Professional Learning Community (PLC) that focuses on best practices. This descriptive study used high school teachers in the Midwest region of the United States to complete an online open-ended questionnaire related to the research questions about their experiences in a newly formed professional learning community. The questions that guided this study were as follows: (1) What are teachers' perceptions of the co-teaching dynamic? (2) How does an organization develop trust among colleagues in professional learning communities? (3) How does trust within the co-teaching professional learning community increase collaboration and sharing of best practices? (4) To what extent do you believe the co-teaching professional learning community that was formed will help student outcomes of all students over time? How? Discoveries from this study revealed teachers' impressions of co-teaching, the importance of building a culture of trust amongst administrators and co-teaching partners, the role PLCs can play in building trust, and how to move forward with the PLC in the future. PLCs can be incredibly impactful when educational leaders create a foundation of trust and support for their teaching staff. [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.]