Team-taught courses have the potential to enrich experiences for both students and instructors. While the exact motivations for team teaching vary, these courses often share important goals for the students who enroll in them. For example, many team-taught courses seek to promote students' development of higher-order thinking skills by enabling them to interact with instructors who have different sets of expertise and perspectives (Bacharach, Heck, & Dahlberg, 2008; Bierwert, 2011; Helms, Alvis, & Willis, 2005). This is particularly true for educational programs intending to help students grapple with the scope and complexity of real-world challenges (Helms et al., 2005; Weinberg & Harding, 2004, Bierwert, 2011). Other courses teach successful collaboration in part by using the instructors themselves as a model of productive teamwork, whether in general (Carpenter, Crawford & Walden, 2007; Helms et al., 2005; Yanamandram & Noble, 2006;) or across salient social identities (Anderson & Speck, 1998; Ouellett & Fraser, 2011). In addition to higher-order thinking and collaborative skills, team-taught courses can provide other benefits for students. For example, a team of instructors can provide students with more access to advice and help with course material (Yanamandram & Noble, 2006). Multiple sources of instructional expertise, experiences, or identities can also help ignite interests and motivations across a broader array of students (Yanamandram & Noble, 2006). This Occasional Paper is designed to identify practices and resources to support the successful development and implementation of team-taught courses. The authors first identify a range of team teaching models and highlight some of their key features. They then turn to common challenges and key strategies for mitigating these challenges.