This qualitative case study examined how educators collaborate and coteach within an inclusive classroom. The reauthorization of the original federal disabilities education law, Public Law 94-142, known as the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act as well as the No Child Left Behind Act of 2001, have called for educators to be able to work together in order for them to teach students with special needs in an inclusive setting. There is a growing body of research that supports regular and special education teachers coteaching in an inclusive classroom. This qualitative case study was based on data collected from interviews, observations, and questionnaires. The results from these data showed that when teachers are given the tools, they are able to collaborate and coteach in an inclusive classroom that benefits them and the students they teach. [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.]