Co-teaching is a common practice in many P-12 schools today. An emerging trend, however, is the use of this practice in teacher preparation as one way of enhancing the development of student teachers. With the increase in teacher accountability and the heightened scrutiny of teacher evaluation, co-teaching is a strategy that can be incorporated into student teaching to ensure that effective teaching is taking place and that student learning is maximized. In fact, some colleges and universities are beginning to examine the implementation of a co-teaching model to replace the traditional model of student teaching (Bacharach, Heck, & Dahlberg, 2010). Co-teaching as an instructional strategy may not be a new phenomenon in education, but it may just change how we prepare our new teachers in the future. Co-teaching is defined as two or more teachers working together with groups of students, sharing the planning, organization, delivery, and assessment of instruction as well as the physical classroom space (Teacher Quality Enhancement Center, 2010; Villa, Thousand, & Nevin, 2008). This article discusses the benefits and challenges of co-teaching as well as co-teaching as professional experience and during student teaching. It concludes that if implemented effectively, co-teaching in teacher education programs can significantly enhance the teaching profession as well as change the way future teachers are prepared.