Co-teaching has developed as a successful instructional strategy to support various learning requirements and differentiation, especially as more students with disabilities are integrated into general education classrooms. To establish efficacious co-teaching partnerships, it is important to surmount some interpersonal barriers and apply relational skills. To better understand the dynamics of meaningful co-teaching relationships, this phenomenological study interviewed seven co-teaching pairs who had participated in the Arkansas Co-Teaching Project's year-long professional development program. Additionally, to understand how to foster equality and synergy, both individual and group interviews were conducted. Findings highlighted the need for more intensive training and support systems to foster collaborative dynamics and close the gaps between aspirational aims of parity and daily reality. Inadequate time for planning, limited space in the classroom, uneven workloads, subtle power dynamics, and a lack of administrative support all influenced the co-teaching relationship dynamics. Research findings suggested that co-teaching is most effective when both teachers and their working conditions are designed to encourage collaboration and mutual respect (Conderman et al., 2009). Effective co-teaching can be duplicated with well-designed training and consistent follow-up. As this study found, organized initiatives fostering equality and participation from all stakeholders are necessary for successful co-teaching partnerships. [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.]