Beginning special education teachers today are highly likely to be asked to co-teach with general education teachers at some point in their career. Besides supporting their students, new special education teachers may be tasked with persuading their colleagues to try out both new methods of collaboration and unfamiliar models of instructional delivery. Although it might be challenging to elicit buy-in from some co-teaching partners, the idea of co-teaching to support students with disabilities is not new. For co-teaching to be truly effective, several substantive changes may be necessary in the general education classroom. Although co-teaching introduces two skilled teachers to a single classroom--which cuts the student-teacher ratio in half and in theory increases the amount of attention and instruction each student receives--co-teaching unto itself is not an intervention. Rather, it is a service delivery model, or a framework for providing specialized services to students with disabilities, in a general education context. It is what the two teachers do and how they do it that can make co-teaching effective for students with disabilities.