Co-teaching is an approach to inclusive education that has become important to the academic and behavioral successes of students with disabilities. However, inclusive elementary school teachers often face numerous challenges to co-teaching, including a lack of adequate training, poor collaborations between general and special education teachers, reluctance to co-teaching partnership engagement, and suboptimal support from administrators. The problem addressed in this research was that successful co-teaching occurs inconsistently in the elementary education classroom, potentially impacting students' achievement. The purpose of this qualitative descriptive study was to examine teachers' perceptions regarding strategies for co-teaching consistency and training in the inclusive elementary school classroom. Findings were evaluated in light of the theory of inclusive education and previously published peer-reviewed research. Data were derived from the recorded and transcribed interviews of 14 general and special education co-teachers from a single elementary school district in Maryland. The first research question was: What are teachers' perspectives regarding strategies to promote consistency of coteaching in inclusive elementary school classrooms? The answer to the first research questions was derived from thematic analysis leading to the first overarching theme: Strategies to promote consistency of co-teaching include time management, training, support, collaboration, and communication. The second research question was: What are teachers' perspectives regarding training for co-teaching in inclusive elementary school classrooms? The answer to the second research question was the second overarching theme: Co-teacher training should be based on best practices and include modeling, roles and responsibilities, creating goals, and how to work more effectively together through enhanced collaboration. Findings led to the implications and recommendations for practice and future research. [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.]