This qualitative study explored the perceptions of general education and special education teachers regarding the effectiveness of inclusive and co-teaching practices. Perceptions from 28 teachers provided insight on the inclusive classroom setting and the effectiveness of co-teaching practices such as alternative teaching, parallel teaching, station teaching, team teaching, one-teach-one assist, or one-teach-one observe. Through data analysis, it was revealed that most participants lacked a clear understanding of their roles as co-teachers in the inclusive classroom setting. Findings from this research support the need for additional professional development emphasizing roles of the general education teacher and special education teachers within the inclusive co-teaching classroom. Further training is needed to model instructional practices that would benefit both teachers and students. Data from this study may help strengthen teacher commitment, build relationships, and promote equitable work to meet the needs of all students, especially those with a disability in the general education classroom. [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.]