This study examined the perceptions of teacher candidates, cooperating teachers, and university supervisors in the first year of state-mandated co-teaching in the clinical experience. Study results suggest the need (a) to emphasize the importance of the teacher candidate exerting leadership, (b) to develop and communicate specific criteria for teacher candidates to enhance their ability to take the lead in planning, organization, management, lesson delivery, and assessment during their co-teaching experience, (c) to redefine the nature of the "solo" period, and (d) to deepen the understanding of all stake holders to increase their commitment to the tenets of co-teaching.