Co-teaching requires collaboration between the general and special education teachers. Researchers such as Murawski and Deiker (2008) stress the importance of co-planning, co-instructing, and co-assessing students. With intentional time to co-plan and training, general education and special education teachers can implement a variety of co-teaching service delivery models in order to create an effective learning environment for all students. This qualitative study provided the opportunity for the fifth- grade co-teaching team to develop a system for co-planning to support the needs of students with special education needs in the general education setting. The goals of the research included identifying the effects on the co-planning time on the co-teaching service delivery models. Findings indicated that co-planning did impact the implementation of co-teaching service delivery models within the fifth-grade co-taught setting. The results showed that co-teachers were able to implement a variety of co-teaching models into their classrooms, allowing for an increase in instructional opportunities for students as well as increasing student engagement. [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.]