General education and special education teacher candidates lack experience in collaborating with each other as colleagues; however, upon graduating and entering their own classrooms, most are expected to know how to provide services to students with disabilities in the general classroom. This study describes the efforts of two professors, one in special education and the other in English education, to have their students participate in a collaborative and consultative relationship with each other at the pre-service level. Data are comprised of pre- and post-surveys, as well as weekly written reflections by the teacher candidates. Significant differences were found across programs and within the English education program. Reflections reveal differing participant perceptions of the co-teaching experience. Findings indicate exposure to co-teaching at the pre-service level provides an opportunity to address the roles and responsibilities of general and special educators in working together to ensure academic success for all learners. (Contains 4 tables.)