Across the United States, mainstream and English as a second language (ESL) teachers have been sharing their expertise using coteaching and collaboration strategies gleaned from their counterparts in special education inclusion classrooms. These teacher leaders are working together to enhance instruction for their English language learner (ELL) populations. Through the use of successful cooperative planning and organizational techniques, teams of classroom educators and ESL teachers discover how to improve their lesson delivery and differentiate instruction for ELLs. This article presents seven ESL coteaching models and explores other possibilities of collaboration between general education classroom teachers, content area teachers, and ESL specialists in the K-12 context. Through authentic case vignettes, the authors illustrate how collaborative experiences and coteaching opportunities can lead to the emergence of teacher leaders and enhanced student learning. (Contains 2 tables.)