The purpose of this qualitative phenomenological research study was to explore the perspectives of Arkansas secondary school administrators regarding the use of co-teaching to deliver special education (SPED) content instruction. Individual interviews and a focus group discussion was used to collect data from nine Arkansas secondary administrators. The findings of this study suggest that Arkansas secondary administrators perceive co-teaching as a beneficial method to deliver SPED content instruction if the co-teaching pair has sufficient training and co-planning time. Additionally, these Arkansas administrators noted a variety of factors influencing the implementation of co-teaching, which include the following: budgets, teacher quality and skill, scheduling issues, and teacher buy-in. Lastly, co-teaching was not perceived as the preferred method to deliver SPED content instruction as the administrators noted that they preferred to use a variety of co-teaching, inclusion, and resource classroom settings because students learn better in different settings. Overall, this study could be used by school administrators, teachers, and parents to impact the education of thousands of public-school students across Arkansas. [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.]