The use of the cohorts in teacher education has steadily increased over the last decade. Research indicates both beneficial and negative aspects to this approach, with the field undecided. This study focuses on a Midwestern university's accelerated graduate program for special educators. The program uses a mixed cohort approach to model collaboration, teaming, problem-solving, early intervention roles, and research-based strategies. The purpose of this study is to determine whether the cohort approach impacts students in their professional roles. This study analyzes data from pre and post surveys and focus groups to determine the benefits of the cohort approach. Survey data indicates positive feedback on the cohort approach. Survey and focus group data points to participants who have completed the program with an awareness of best practices. The growth of former students is evident through the data related to collaboration and teamwork. The cohort provides real time opportunities to collaborate with each other by promoting interdependence and thus makes the cohort successful. Also it is possible that a cohort experience has a greater impact on an individual's learning experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]