In the current education context (IDEIA, 2004; NCLB, 2003), many K-12 schools are using collaborative models such as co-teaching to address the needs of all learners, but preservice teachers are often inadequately prepared for collaborative teaching in inclusive classrooms. This study explored 46 elementary and special education pre-service teachers' constructions of collaboration and co-teaching as they partnered for a combined classroom management course and a field experience. Analyses of student reflections suggest two overarching themes: developing understanding of the complexities of co-teaching and the role of field experiences in connecting theory to practice.