Co-teaching as a service delivery model requires a special education teacher and a general education teacher to efficiently and effectively collaborate in the same classroom, providing support to students with disabilities in the general education setting. With the vast changes and demands of the educator and the student population in today's world, providing students with disabilities highly effective service delivery models is imperative. The purpose of this pragmatic, descriptive qualitative study was to examine the experience of co-teaching through the roles of secondary general and special education teachers as well as the factors essential in creating a successful co-teaching model. Five experienced and successful teams of co-teaching partners were interviewed as a team, followed by individual questionnaires from each participant. The Lippitt-Knoster Managing Complex Change Model (Lippitt, 1987) was adapted to the phenomenon of co-teaching, and resulted in factors of: collective vision for the co-taught classroom, consensus of responsibilities and skill sets the tone for the co-taught classroom, recognition of knowledge and skills leads to success for co-teachers and students, incentivized by mutual respect and trust, student achievement and the benefits of having a co-teacher, time together as a team is the most valuable, and providing teachers with training and opportunities to plan should be part of the action. Interpretation and discussion were included. [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.]