This qualitative study is a follow-up to an initial large-scale case study on the implementation of a co-taught curriculum in one California teacher preparation program. In a continuation of the initial case study, this follow-up study examined faculty perceptions of the necessary course attributes, resources, and attitudes for a successful university-level co-teaching experience in a preservice teacher education program. Nineteen faculty interviews were analyzed and included in this study utilizing cultural-historical activity theory (CHAT) to understand individual faculty perceptions in the context of the larger activity system of co-teaching. Results indicate that faculty perceived necessary course attributes in a co-taught course to include equal representation of special education and general education faculty; increased use of constructivist pedagogical methods; use of team teaching, parallel teaching, and station-based co-teaching models; and partnerships based on openness, flexibility, trust, and willingness to compromise. Faculty perceived barriers to co-teaching success to be lack of both time and funding. Differing perceptions of co-teaching implementation existed between adjunct faculty and full faculty and between special education and general education faculty.