Two professors of reading redesigned, merged, and co-taught their respective methods courses (one elementary, one special education) to foster "literacy for all" through interdisciplinary content and collaboration. The characteristic needs of students with learning disabilities and the instructional strategies that promote their literacy acquisition were infused throughout the course. This study describes the professors' co-teaching process and the course learning activities designed to foster collaboration. Qualitative data reveal the impact on teacher candidates' conceptualizations of literacy and its instruction. Findings extend the literature on collaboration and co-teaching, specifically in the context of teacher preparation. (Contains 2 tables.)