To cultivate the acceptance of the co-teaching model among preservice teachers, two of the education faculty at the University of Mary Hardin-Baylor, have incorporated co-teaching in several field-based literacy courses. Alongside experiencing co-teaching from their professors, preservice teachers are also provided with the opportunity to practice co-teaching through a partnership with a local early childhood campus in an Emergent Literacy course. This approach promotes student proficiency in an inclusive early childhood setting and provides a model for preservice teachers to implement when they later encounter opportunities for co-teaching in an inclusive classroom environment. By learning the skills to engage in co-teaching through various field-based literacy courses, preservice teachers are equipped to enter their future classrooms as collaborative professionals capable of delivering high-quality education to both general education and special education students.