As schools continue to expand educational access to students and to provide a free and appropriate education to all students, regardless of ability, many have adopted co-teaching as the means by which they achieve these goals. Many studies have been conducted to explore the potential benefits of co-teaching for students. Previous studies have also examined the relationship between teacher perceptions and student performance. This study seeks to explore the relationship between co-teaching and teacher perceptions; thereby identifying ways in which co-teaching can be practiced that foster positive teacher perceptions and high levels of student achievement. The purpose of this qualitative phenomenology study is to explore co-teaching and the perspectives of teachers who are involved in it. The focus of this study is on teacher perceptions relating to 1) roles within their co-teaching partnerships 2), and relationships with students 3) the benefits of inclusion. Data was obtained through the use of semi-structured interviews and a focus group. [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.]