In this exploratory study, the authors examine Greek special education teachers' individual and collaborative teaching experiences in the context of their literacy instruction. The Five Foci Framework, situated in Vygotskian theory, is utilized in the study's design to examine special education teachers' individual and collaborative experiences teaching and included personal situated inquiry, critical collaborative inquiry, improved learning, transparent research process, and knowledge generation and presentation. Twenty-five special education teachers in northwestern Greece participate in the study. Data include individual semi-structured interviews, researchers' analytical memoing and dialogue, and inter-rater coding. Data are independently analyzed and result in the following themes: inquiries and goals, stories of collaboration, assessment, and challenges and needs. The authors offer suggestions for enacting co-teaching within the structures of national standards through collaborative self-study.