This article examines the use of a range of co-teaching models when teaching mathematics. The approaches suggested have potential for all students, but in this instance their importance as a pedagogical approach with students with special educational needs (SEN) in inclusive classrooms is considered. The study was based in the first-year mathematics classroom of an Irish, urban, mainstream, post-primary, girls' school. This article highlights the findings from the teacher's perspective and presents their reflections on a range of co-teaching approaches. The potential and challenges of these are considered in the context of schools generally.