Co-teaching has become one of many collaborative strategies that schools are looking at in an effort to meet the needs of all students and improve teachers' instructional practices (Villa, Thousand, & Nevin, 2004). This study provides a descriptive analysis of co-teaching among several different purposeful pairings of teachers at the preschool and primary grade levels involved in co-teaching relationships during literacy instruction. It sought to determine what variables affected the co-teachers' perceptions about their experiences within these partnerships and how these partnerships were similar to or different from each other. Three types of co-teaching pairs (Special Education--General Education, Specialist--General Education, Paraprofessional--General Education) were studied at the preschool and primary grade levels. A mixed methodology approach was used to study each co-teaching relationship. Overall, the participants in this study expressed positive perceptions about their current experiences in co-teaching relationships. All three data sources (surveys, interviews, observations) revealed similarities between each co-teaching pair in their beliefs, characteristics, and approaches to teaching as well as their actual actions and behaviors while co-teaching. In general, these positive perceptions and similarities existed regardless of the participant's individual characteristics or the co-teaching pair's combined characteristics. [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.]