Co-teaching has been used to address access and accountability mandates for students with disabilities. Despite research regarding elements needed for co-teaching success, research shows mixed results regarding co-teaching effectiveness as it relates to student achievement. Given that teachers are the most influential school-related factor vis-à-vis student achievement, this quantitative study, utilizing a cross-sectional survey design, was employed to gain additional information regarding urban, secondary co-teacher perceptions of co-teaching. To that end the "Co-teacher Perceptions Survey" was administered to 95 middle and high school co-teachers in an urban school district situated in eastern Virginia. Results of this study indicate that successful co-teachers have higher perceptions of co-teaching, co-teacher philosophy and co-planning than unsuccessful co-teachers. Successful co-teachers also have different perceived use of co-teaching models than unsuccessful co-teachers as they use station and alternative teaching more often than their unsuccessful counterparts. However, no differences were noted in co-teacher perceptions for the following subgroups: general and special education co-teachers, middle and high school co-teachers, novice and veteran co-teachers, and voluntary and non-voluntary co-teachers. Implications for practice include ensuring both co-teachers are held equally responsible for student performance in co-taught classes and incorporating co-planning time in the master schedule with high expectations for deliverables from the co-planning process. [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.]