This study features data from middle school Algebra co-teachers and their students with and without disabilities, who completed questionnaires about their co-teaching experiences. Although most students with disabilities believed the general educator was in charge of lessons, students without disabilities also credited the special educator. Most students responded that the special educator or both educators provided support via explanations and help; few students responded that the general educator was the only person who explained things in different ways. Perspectives from the students provide an increased understanding of the importance of the special educator in a valued supportive role versus a subordinate role in this co-taught classroom.