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Co-teaching models have been established in research as an instructional delivery method to provide instruction to diverse students in an inclusive general education setting. Research of inclusive classrooms where general education and special education teachers co-instruct indicates learning for students with learning disabilities (LD) is improved (Cramer, Liston, Nevin & Thousand, 2010). Co-teaching models have been addressed in the literature, however, responsibilities of general and special education teachers regarding co-planning, co-instruction and co-assessing to implement co-teaching effectively requires further investigation (Mastropieri et al., 2005). This qualitative study investigated two co-taught elementary classrooms. The case study examined information from teachers in reading and math co-taught classrooms to document method of implementation and to gain insight into participants’ knowledge and perceptions of co-teaching. Information was gathered from two elementary general education and two elementary special education teachers concerning co-teaching roles, collaborative, instruction, and assessment. Data were gathered utilizing interviews, rating scales, and classroom observations. The experience of elementary co-teachers in co-taught classrooms provided descriptive data allowing examination and analysis of co-teachers’ knowledge, perceptions and implementation of co-teaching. Results indicate teachers lack expertise in implementing collaborative co-planning, co-instructing and co-assessing to effectively implement co-teaching. The study identified recommendations for administrative support and teacher training.