Co-teaching is a progressive approach to teaching using an inclusive model where all students experience the same lesson while receiving individualized resources to meet personal learning needs. The purpose of this case study was to examine one school district's transition from resource rooms to inclusion using the co-teaching model. The middle school special education department, serving students in grades 6-8, was transitioning sixth-grade science and math, to an inclusive co-teaching model. This study focused on the transition to co-teaching in sixth-grade science and math. These five classrooms of approximately twenty students per class were the basis for this study. The middle school maintained a pullout, resource room model for the remaining reading/language arts, science, math, and history classes. The district has traditionally followed a resource room, pullout model for all students with an Individualized Education Plan (IEP), in grades kindergarten through twelfth grade, for all core content areas, reading, writing, math, science, and history. The middle school academic and behavioral data suggested inclusive, co-teaching instruction might have been more effective. A research-based, sequential plan was proposed and implemented. Training and support for the staff were planned to align with the overarching goal of exposing students with disabilities to the general education curriculum. Free and Appropriate Education (FAPE) for all students is required by law and implementation of FAPE is supported by inclusion. Staff buy-in and cooperative efforts were important for the success of the programming. This model was tracked over time, with team meetings to evaluate effectiveness and success. Results showed a strong need for trust and relationship building between the co-teachers. Clearly defined roles created a more successful co-teaching environment. The administrators noted challenges with scheduling. Continuous development and data tracking in the future, will measure data trends and determine necessary modifications. The leadership team utilized a transformational leadership approach to motivate teachers and students toward a shared success in a new model of education. Finally, an observation tool was discovered to help guide the practice of co-teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]