School districts are required to provide special education students with the same education benefits available to other students at their grade level, but meeting the needs of special education students continues to be challenging as most programs provide only one teacher rather than seeking the expertise of content area specialists. Co-teaching classrooms are designed to assist special education students to effectively transition between high school and adult life. The theoretical foundation for the study included social learning theory and constructivist learning theory. Research questions focused on the stakeholders' perceptions of the effectiveness of the co-teaching environment relating to benefits in curriculum and learning, social and emotional behavior, communication, and independent functioning. Using a mixed-method research design with a sequential explanatory strategy, data were analyzed to determine the effectiveness of the co-teaching classroom experience through the eyes of the stakeholders. Key findings from both the quantitative survey and qualitative interviews indicated that stakeholders' views were positive regarding the benefits of the co-teaching classroom overall, reflecting gains in self-confidence, self-esteem, and school satisfaction. Florida Alternate Assessment test score results support these findings, with students in co-teaching classrooms performing better academically. One recommendation for practice is that parents, as stakeholders, need to be better informed as partners in their child's education. A significant implication from this study is that the co-teaching classroom may be a more-than-acceptable alternative to the self-contained classroom for students with special needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]