Lack of verbal communication between General and Special Educators is hindering co-teaching implementation in the classroom. The purpose of this study was to investigate the role verbal communication has in educator collaboration and ways to improve co-teaching practice. Four high school General Educators were surveyed over their opinions on communication's role in collaboration and over their opinions on classroom co-teaching. Data from the surveys were later compared to previous findings in the literature. Results show that findings between the literature and surveys are similar, but respect, trust, and power dynamics also affect co-teaching practice. Further research into communication's role is highly recommended.