In a number of educational contexts, it is common for two or more teachers to "co-teach," or collaborate on-site together in a classroom. Despite the popularity of this arrangement, the body of discourse-analytic literature on co-teaching remains small. In an effort to contribute to the work on co-teacher interaction and, more specifically, to an understanding of the virtually unexplored collegial co-teaching context, this article examines turn-taking in a classroom in which two teachers share the same role. Specifically, the author uses a conversation analytic lens to examine two instances in which one instructor ends up with the floor to do an extended telling. The analysis demonstrates how both verbal and nonverbal resources are used to facilitate turn-taking and enhance primary speakership in this collaborative interaction. The data come from a graduate-level course on Discourse Analysis. The participants are co-teachers Caitlyn (C) and Sandra (S) and their 24 students (Ss).