The call for reform of teacher preparation programs by Arne Duncan (2009), U.S. Secretary of Education, has the potential to be the catalyst for a re-emergence of co-teaching in higher education. Duncan argues for the need to implement innovative preservice teacher education strategies that will result in an increase in K-12 student achievement. One such strategy that has been shown to impact K-12 student achievement is co-teaching (McDuffie, Mastropiere, & Scruggs, 2009). There are many benefits of co-teaching including opportunities to vary content presentation, individualize instruction, scaffold learning experiences, and monitor students' understanding. Co-teaching in its most effective form can promote equitable learning opportunities for all students. Preparing preservice teachers to be effective co-teachers needs to be a significant component of teacher education curricula in higher education. Although co-teaching is not a new phenomenon in higher education (Dugan & Letterman, 2008), the experiences of faculty who co-teach in teacher preparation programs have not been extensively studied (Cruz & Zaragoza, 1998; Jones & Morin, 2000; Kluth & Straut, 2003). With this in mind, the authors set out to explore their own co-teaching and collaborative planning experiences in an undergraduate, second language acquisition course, "Language Acquisition, Development, and Learning." To illustrate their experiences, they include in this article selected artifacts such as a course description and journal reflections. The institution and the school of education in which the course is offered are new, only five years old. Innovative, new practices are encouraged and expected of faculty. The co-taught course was supported by the administration with the idea that co-teaching could become a common practice at their college. (Contains 3 figures.)