In the UK, teacher education often includes more formal sessions facilitated by a university-based tutor and placement-based learning supported by a school-based mentor. Recent English government policy seeks the expansion of school-led teacher education. This suggests a shift in emphasis from current practice. The relationship between centre and placement-based provision therefore comes into focus. Through the implementation of a "co-teaching model" and an interpretive theoretical perspective, this study seeks to explore how the practice of co-teaching supports students to make links between university and placement-based learning and how it can support continuing professional development for university and placement-based colleagues. The study also considers what preparation needs to take place in order for co-teaching to be successful. A critical review of literature provided a framework for conceptualising "co-teaching". Drawing on Parsloe and Leedham's (2009) coaching model and Neubert and Bratton's (1987) mentoring model, a cyclical model of "co-teaching" was developed. The model was evaluated through my intervention as a member of a student team on a week's school placement. Data was collected through a reflective diary, questionnaires and focus group discussion with school-based staff, the student team and questionnaires from the whole student group. Findings extrapolated from the research through analysis of experiences demonstrated that all involved in the process needed to have a shared understanding of co-teaching. Also, it was important for the tutor and students to have a shared experience where the relationship between the tutor and students was one of openness.