Co-teaching is defined as special education and general education teachers working together to support all students in an inclusive classroom. The goal of co-teaching is to provide all students with the opportunity to participate and learn in a class that is challenging and provides opportunities for success. As schools gravitate towards co-teaching, literature reports on the benefits such as shared expertise and improved student outcomes. However, in order for co-teaching to be successful, structures to foster collective efficacy are required. This study explores how elementary general and special education teachers constructed collective efficacy beliefs that shaped their experiences. To gain insight into this phenomenon, the researcher conducted semi-structured interviews of six general education and five special education elementary teachers in an urban school district in Northern New Jersey. The Social Cognitive theory was the theoretical lens used in this study. To cultivate collective efficacy, the results of this study revealed the need to create opportunities for meaningful collaborative practices to discuss roles and responsibilities, time to co-plan, and professional learning. Furthermore, this study found mutual trust and respect are essential components to support collective efficacy. This qualitative study is significant to the field of education, particularly to school organizations seeking ways to support and foster the collective efficacy of co-teachers. [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.]