The purpose of this study was to examine how teachers understand their experiences in co-taught classrooms as they work to meet the needs of all students. This included examining their perspectives about the co-teaching model and the relationships that are formed between co-teachers. The study was a descriptive study that used qualitative research methods to understand the perspectives of teachers involved in co-taught classes. The data collection method was semi-structured interviews. Participants consisted of administrators and teachers in order to develop a cross section of perspectives. The site for this study was John H. Brown School. John H. Brown School is a middle school located in a culturally diverse urban neighborhood. Co-teaching occurs on all levels at John H. Brown School. After the research was coded and analyzed it was determined that the administration and teachers had diverging expectations of how a co-taught classroom should be structured. Teachers suggested that the administration should take a more active role in co-taught classrooms, where as the administration suggested that the co-teaching partners should work their issues out on their own. Five main themes resulted from this study. Administrative support, role ambiguity, role conflict, structure of co-teaching, and the golem effect offered insight into how co-teaching functions at John H. Brown School. The teachers at the John H. Brown School lack support from their administration, making it difficult for them to succeed in co-taught classrooms. [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.]