Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and ongoing explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive education program examines ways that coteaching afforded opportunities for collaborative and adaptive expertise. It was found that opportunities for learning these skills were afforded through coteaching student teaching experiences although in different ways. Implications for further development of the early childhood coteaching teacher education model, and for professional development are discussed.