Co-teaching originated in the 1960's, when it became popularized as an example of progressive education. Progressivism mandates that schools should be "child-centered" with the curriculum and instruction tailored to facilitate the development of the individual and to raise standards for all students. Vygotsky was instrumental in advancing the merits of a constructivism and co-teaching is just one tenet utilized to advance his theories for development and learning. Federal legislative changes, such as those required by the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) have focused attention on students with increasingly diverse learning characteristics and the expectations that they meet annual yearly progress. A case study was used as a research method to better understand the experiences of the teachers in an inclusive elementary classroom. This research examined the relationship between the teachers' experiences in the classroom and how these experiences formed their relationship through various methods. This study helped to clarify the link between teachers' work style, co-teacher relationships, and the inclusion program's general functioning. This research study demonstrated how a co-teaching pair collaborated through a complete commitment to a partnership and through integrating their individual knowledge and skills. They were prepared and willing to put their ideas and skills into action in order to meet the unique needs of their students. When educators make the decision to unite in purpose, they lay the groundwork for creating an alliance. This co-teaching pair created such an alliance. [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.]