The study examined the conceptual framework of Maslow's Hierarchy of Needs theory and the concept of co-teaching as an instructional delivery method for exceptional learners (special and gifted) in grades K-12. The goal-oriented, pre-determined, questions were constructed to yield relative information with a focus on co-teaching exceptional learners. The findings provided documentation that assessed the effectiveness of co-teaching as an instructional delivery method for exceptional learners. The focal points of the findings were (1) qualities of co-teaching and (2) co-teaching experiences of sense of belonging. Sense of belonging was based on themes labeled: partnership/relationship, communication and collaborative. These sense of belonging themes, linked with the qualities and attributes of co-teaching contributed to successful and effective co-teachers' experiences and practices. In summary, the study documentation and data exhibited a positive outcome when co-teachers experienced a sense of belonging, Maslow's Hierarchy of Needs; and, when coteaching learned from each other's pedagogies and co-teaching instructional approaches which resulted in a harmonious classroom environment and a sense of belonging for all exceptional learners across the spectrum. [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.]