Data from the study were obtained from two sources. Eighty-four participants (42 co-teaching pairs) returned three questionnaires. The second source of data consisted of interviews from 14 participants (7 co-teaching pairs). The results of this study support the results of other studies and non-empirically based articles identifying what is necessary for co-teaching. Areas that were not discussed by earlier authors, but were found in this study included (a) the longer co-teaching pairs teach together, the higher the perceived level of effectiveness in their co-teaching, (b) teaching English in a co-taught class may result in co-teachers self-reporting higher levels of effectiveness in co-teaching when compared to math or science, and (c) providing additional services/programs for students with disabilities in co-taught classes (i.e., independent study, etc., ) was perceived by co-teachers to influence their level of effectiveness in co-teaching.

The literature review included the following components (a) definitions of co-teaching, (b) historical background, (c) types and descriptions of co-teaching, (d) previous research, (e) synthesis of 17 non-empirically based articles, and (f) factors facilitating or inhibiting the co-teaching model. Twenty-one variables (nineteen located in the review of the literature and two identified by the researcher) were grouped into three categories. The first category, resources, consisted of five components. Compatibility issues and miscellaneous components were the second and third categories and had 8 components each.

The purpose of this study was to identify what components and characteristics of the co-teaching model of instruction co-teachers perceive as necessary for co-teaching. This study focused on general educators co-teaching with special educators in providing a service delivery option for students with disabilities in inclusive environments. No previous empirical studies were found that investigated what characteristics of co-teachers and what components of the model co-teachers perceive as necessary for co-teaching.