This self-reflective study investigated lecturers' perspectives on and adaptability to co-teaching in teacher education in South Africa. The purpose of the study was to examine lecturers' personal experiences with collaborative co-teaching and to identify the changes that are required to make co-teaching effective. A sample of teacher education lecturers worked together to co-teach undergraduate students at a university of technology. Mezirow's transformative learning process was used as the main lens for the study. Data were gathered through participatory action research, and the free attitude interview technique was used to gather detailed information about lecturers' personal experiences of collaborative co-teaching, and to identify the changes needed to make co-teaching effective. The findings reveal that, when co-teaching is effectively demonstrated, it enhances lecturers' interpersonal and collaborative skills and makes it possible to support a significant number of students to engage in the classrooms. Most importantly, transforming the perceptions of collaborative co-teaching professionals leads to collective risk-taking, shared vision and responsibility and transformational and reciprocal learning, and improves lecturer and student learning. Co-teaching from an African perspective aligns with the principles of community, collaboration, inclusive education, and holistic development.