The practice of co-teaching has the potential to be a wonderful strategy for meeting the needs of all students. Working in partnership with another teacher, bouncing ideas off of one another, planning and orchestrating the perfect lesson, having two pair of eyes and four hands, creating something that is better than that which each partner brings ... what better way is there to teach? This article presents a study conducted by the author regarding the attitudes and concerns of secondary teachers from 15 urban and suburban districts in and around Seattle, Washington. Using a structured interview format, general and special education teachers were asked to reply to a series of open and closed ended questions. Teachers were asked to share their opinions as well as factual information about the effects of co-teaching. The results of this study are encouraging. Even considering that most of the participants were told rather than asked to co-teach, the overwhelming majority said they would do it again, and that it had a positive effect on student achievement. Further study is needed to determine the exact effects on student achievement in a variety of subjects and classrooms, and to examine the effects on students with significant needs.