The following qualitative auto-ethnographic study examined the experience of two co-teaching faculty, one in childhood education and one in special education, as they planned and implemented a co-teaching model to prepare teacher candidates for inclusion. As a result of the Individuals with Disabilities Education Act (1990), schools have implemented a greater number of inclusion settings and co-teaching models. This rise in co-teaching opportunities has increased the probability of new teacher candidates being placed in collaborative settings for their fieldwork experiences, student teaching placements, and eventually paid teaching positions. There has been little research about how college instructors prepare teacher candidates for co-taught settings. Methods were reviewed by comparing and contrasting data, revealing trends as well as the confirmation of beliefs and practices. The main themes that emerged included the following: "Building Relationships", "Implementing a Co-teaching Pedagogy", "Modeling of Co-teaching Pedagogy", "Negotiating Roles, Responsibilities and Parity while Co-teaching", and "Setting the Stage and Using Space". The results of this study indicate that co-teaching faculty in a school of education who demonstrate and model how they negotiate building a relationship, roles and responsibilities, co-teaching pedagogy, and staging and space, provide teacher candidates with the opportunity to see co-teaching in action and provide opportunities to reflect upon, practice and better understand the complexities of co-teaching for faculty as well as for teacher candidates.