For teachers and coaches, co-teaching can be exciting, rewarding, and full of powerful learning. It offers teachers supported experiences to apply new knowledge in their own contexts, exemplifying active engagement in job-embedded professional learning. Co-teaching requires the coach and teacher to make continuous, intentional decisions about how and when to take the lead. This kind of decision-making requires strong communication between the teacher and the coach, clarity about a teacher's learning goals, and a deep understanding of possible co-teaching strategies. The authors share a continuum of co-teaching strategies that help coaches and teachers navigate the complex process of shared instruction. This article aims to equip practicing coaches with language to make sense of the complex decision-making processes required of co-teaching and support other educators tasked with designing and implementing professional learning experiences for coaches.