Successful co-teaching relied on essential elements and different approaches. However, few studies were found on these essential elements and different approaches in student teaching. The objective of this study was to examine how teacher candidates and cooperating teachers used the essential co-teaching elements and co-teaching approaches. Questions were asked: Were there any differences in the use of essential co-teaching elements and co-teaching approaches before and after student teaching? What was the perceived effectiveness of the co-teaching approaches on children's learning and preparation of teacher candidates for their future teaching careers? What were the enjoyment and challenge levels of the co-teaching approaches? Twenty-six teacher candidates and sixteen cooperating teachers completed the Co-Teaching Survey (CTS) by the end of student teaching at a mid-sized state university in the Midwest. Results showed there were differences for teacher candidates and cooperating teachers in the use of co-teaching elements and approaches, in the perceived effectiveness of the co-teaching approaches on children's learning and teacher education programs, and in the enjoyment and challenge levels of the co-teaching approaches.