The purpose of this study was to identify the benefits and challenges of co-teaching, as self-reported by high school general education teachers, special education teachers, and administrators and determine if they shared common beliefs regarding supporting students with special needs within the general education curriculum. Participants included 40 teachers and 11 administrators representing four different high schools located in southeastern Pennsylvania. Data were collected using an anonymous survey, open-ended questions, and interviews. Research findings included a lack of common planning time, difficulty understanding and teaching the curriculum content, issues with classroom management, difficulty balancing the responsibilities of being a special education IEP case manager, and curriculum co-teacher, as well as difficulty sharing classrooms and curriculum, once solely owned by the general education teacher. The identified benefits of co-teaching included the increased results in standardized test scores for students who previously fell into lower-performing subgroups, greater student access to teaching support with two teachers in a classroom, and the appropriate socialization and acceptance for differences among all students in co-taught classes. Overall, co-teaching was deemed as an important method for supporting all students within the general education curriculum. [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.]