This mixed-method descriptive pilot investigation addressed co-teaching as an inclusive school practice for special education teacher candidates at Sebastian Kolowa Memorial University (SEKOMU) in Tanzania. The investigation results, though preliminary, indicate that course content and instruction in co-teaching had a positive impact on the post-course knowledge of the 101 participants in this convenience sample in terms of increasing their knowledge and awareness of this inclusive school's practice for students with disabilities. Participants were positive about the future use of co-teaching and collaboration in their schools. At the time of this investigation, SEKOMU was offering the first university-level special education teacher preparation program in the history of Tanzania. This pilot investigation is a positive contribution to teacher preparation efforts in Tanzania and supports ongoing research and evidence-based practices to meet educational needs of students with disabilities.