Co-teaching has become a widely practiced collaborative model among special and general education teachers in U.S. schools (Chitiyo, & Brinda, 2018; Pancsofar, & Petroff, 2013). This practice emerged as a response to the reauthorization of the Individuals with Disabilities Education Act (2004) and Every Student Succeeds Act (2015), which call for quality teaching and encourage inclusive education. Quality co-teaching in inclusive classrooms is associated with effective co-planning and other partnerships between special and general education teachers to meet the diverse needs of students (Guise, Habib, Robbins, Hegg, Hoellwarth, & Stauch, 2016; Hang, & Rabren, 2009; Scruggs, & Mastropieri, 2017). Many researchers have indicated that co-planning represents the common challenge that co-teachers face (Bettini et al., 2017; Biernacka, 2015; Hamdan, Anuar, & Khan, 2016). However, there are a limited number of studies that have addressed the challenge and provided practical solutions to the challenge of finding time for co-planning by co-teachers. The goal of this article is to provide an overview based on research to help teachers structure their co-planning and their partnerships in inclusive educational settings. This article targets special and general elementary and secondary teachers to share the responsibility for developing the content, adapting the instruction, and reflecting on student progress by combining their strengths. The proposed process and tools promote the sustainability of co-planning and differentiation of instruction in inclusive classrooms. Some applicable ideas and considerations are highlighted to help special and general educators to organize their efforts as partners in promoting student success.