This paper describes an ethnographic case study of a partner or co-teaching classroom in an urban preschool classroom. As part of a larger project that evaluated classroom size and team teaching structures in Kindergarten classrooms in several high poverty urban schools, one successful co-teaching classroom was studied further. Systematic observations of this classroom occurred over the course of one academic year and additional individual interviews and focus group interviews were used to gather the data. While evidence of high adult collegiality and a culture of high achievement were noted; several troubling findings surfaced. The partner or co-teachers suffered from too little effective instructional leadership in support of their abilities to develop good partner or co-teaching skills. These white female teachers also exhibited an inability to engage in critical dialogue and reflection related to the dynamics of race in their relationships with parents of African American children. The authors use a critical framework to suggest that these findings are not innocuous but, in fact, are hidden relations of power that explain the absence of positive parent-teacher relations among white teachers and children of color in this urban school.