This conceptual article emerges out of a research project--including a systematic literature review and autoethnographic study--on social justice-informed co-teaching. The authors collaborated on two Faculty of Education courses at a mid-sized Canadian University to analyze their own experiences as well as research patterns in a pool of studies that explore ways in which co-teaching and social justice learning are defined and applied as a practice. The systematic literature review provides a foundation for this conceptual study. In particular, the authors discuss how the connection between co-teaching and using a social justice perspective provides educators an opportunity to create: (1) more engaging discussion about equity issues and schooling, (2) learning experiences that are reflective non-traditional teaching structures at a post-secondary and public education levels, and (3) professional growth for colleagues while participating in co-teaching with a social justice perspective.