In the United States, educators are tasked with responding to the increased needs of diverse K-12 students in mainstream classrooms through co-teaching roles that require collaborative partnerships. The purpose of this qualitative descriptive study was to understand how students in teacher preparation programs within the United States describe the influence of co-teaching on their experience as a learner and their preparation for a co-teaching role. The theoretical framework for this study centered on the Community of Inquiry theory. Two research questions were explored: (1) How do students in teacher preparation programs describe the influence of co-teaching on their experience as a learner? (2) How do students in teacher preparation programs describe the influence of co-teaching on their preparation for a co-teaching role? The final sample comprised 12 co-taught students. Data were collected using an online questionnaire, semi-structured interviews, and a focus group interview. A thematic analysis method was used to develop the findings. Findings from this study indicate that co-teaching supports student learning by offering them an opportunity to observe co-professors cultivate positive relationships and collaborative co-teaching, learn through multiple perspectives in an open team-sharing space, have increased access to multiple professors for support, and engage in a high level of peer collaboration and co-teaching. The findings also indicate that co-teaching helps students prepare for a co-taught role as a result of being co-taught. Results from this study may encourage teacher preparation programs and co-teaching instructors to evaluate their practices and determine how to improve the use of co-teaching approaches to help students understand, observe, and practice aspects of co-teaching. [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.]