In co-teaching, typically a general education teacher and a special education teacher pair up to provide instruction in an inclusive classroom setting. Several co-teaching models are available. Some call on a co-teacher to simply observe or assist, whereas others more fully involve both co-teachers in providing instruction. Despite having various models to choose among, teachers typically use the one teach/one assist model because they either lack planning time or lack experience in more complex models like team teaching (Rosas & Campbell, 2010). However, given the opportunity to plan together, co-teachers not only become more equal partners in providing instruction, they can also more effectively incorporate a variety of evidence-based practices in their inclusive classrooms (Hunter, Jasper, & Williamson, 2014). And in this work, coaching can