Co-teaching in teacher preparation is viewed as a promising practicefor fostering collaborative skills, increasing student participation, improvingclassroom instruction, and professional growth for all participants. Using focus group interviews as a unit of analysis, this article explores pre-service teachers' perceptions of co-teaching used in their Urban Education Option Cohort during Fall 2010. The co-teaching was conducted by university professors and professional development school teachers who taught college courses at a professional development school. Findings revealed that co-teaching was positively received although challenges also existed. The article discusses how challenges identified by pre-service teachers could be addressed and recommends additional co-teaching strategies. (Contains 2 tables.)