Increasingly diverse student populations in schools highlight the need for effective service delivery models to accommodate these students. One promising practice that is being utilized and becoming more commonplace in schools is coteaching (Reinhiller, 1996). Coteaching involves the deployment of a general education teacher and a special education teacher to work with a class of diverse students. Both educators assume full responsibility for the education of all students in the classroom, including planning, presentation, classroom management, and evaluation. When done effectively, coteaching allows both teachers to assume full responsibility for the education of all students in the class. The relationship between coteachers moves through predictable stages: the beginning stage, the compromising stage, and the collaborative stage. Using a rating scale to evaluate the strengths and weaknesses of the coteachers' relationship can help the teachers reach the collaborative stage, pinpoint goals for improvement, and reflect on their practice. (Contains 3 figures.)