In teacher education settings, the extent of collaboration is far less evident than in K-12 education. There is some evidence that suggests, however, that this may be changing. Teaming among higher education faculty has been identified as one way to provide teachers with greater exposure to diverse fields of knowledge and practice, as well as to model Association of Teacher Educator (ATE) standards. Some programs have created a common core of coursework for all education majors. Some ensure that general and special education preservice students work side by side during common training experiences. Some programs have been recreated and labeled as "unified" or "inclusive" and promote dual special education-general education licensure programs. With various forms of teacher education faculty teaming being forwarded as ways to better prepare teachers for a more diverse world of teaching, questions arise about how faculty engage in such teaming practices. This study describes the experiences and perspectives of six higher education faculty who team-taught courses to preservice general and special education students. Each team included one general education and one special education faculty member. (Contains 2 tables.)