Beninghof challenges a common misconception--that in a good co-teaching classroom, no one should be able to tell which one is the special education teacher and which is the regular classroom teacher. Co-teaching is a partnership of two teachers with different areas of expertise. Instead of just lending an extra pair of helping hands, the specialist teacher should be "doing something special," the author asserts. For example, during a science lessons in which students will be sharing microscopes, two partners decide to break the class in half so that the content-area teachers can keep the microscope activity running smoothly, while the special education teacher presents a lesson on text annotation, a study skill that the students need. Co-teaching pairs should begin their partnership by frankly discussing their respective strengths and what they can best contribute to the classroom. They should also talk explicitly about what each partner's specific responsibilities for each lesson or unit will be.