The co-teaching movement began in the late 1960s when educators felt that students with special education needs could be incorporated successfully with their general education peers in a general education classroom. While the mainstream perception is that all students have the capacity to learn, when tasked with personal beliefs, coupled with professional beliefs, many educators' perceptions are skewed to not believe all students have the capacity to learn. Personal bias and the will to do well in the eyes of their colleagues and administration take hold and over. This study focuses on interviews and surveys with general education teachers, special education teachers and special education students on the effectiveness of a co-taught classroom. As with anything else in education, proper training, collaboration and consistent flexibility to change the learning environment should be ever present. Data was collected in order to determine the effectiveness of a co-taught classroom in three varying learning environments: rural, urban and suburban. Emergent themes presented themselves throughout the study which included: administrative buy-in and attention to duty, collaboration schedule with peers and understanding teaching strategies that reach to all varying learners in a co-taught classroom: general education students, students with learning disabilities and students with physical and social/emotional handicaps. [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.]