This report describes and evaluates various team teaching models that were implemented through the Training Rural Special Educators in Kentucky through Distance Learning (TREK-DL) project at the University of Kentucky. During the TREK-DL project, five special education courses were taught via distance education, each using a different team teaching approach: the use of lead and supplemental instructors, multiple instructors, guest lecturers, co-instructors, and an approach in which two instructors taught the content of two courses concurrently. Distance learning approaches included the use of satellite courses, interactive television, and toll-free conference calls. Average grades of participating students revealed few differences between on- and off-campus students. Additionally, there were few variations in student course evaluations when comparing team-taught distance learning courses with single-instructor-taught distance learning courses. However, participating faculty identified major advantages to team teaching: (1) team teaching allowed students from diverse geographic regions to share viewpoints and experiences; (2) multiple instructors brought a broader base of examples to the course; (3) exposure to multiple faculty provided opportunities to observe different points of view and a collaborative approach to teaching; (4) instructors became familiar with the work of more students than they would have had they taught their section alone; and (5) responsibilities of designing and teaching a class were easier when shared with another teacher. The use of team teaching appears to be a viable option for the effective and efficient delivery of distance education coursework. (LP)