Using Nakamura and Csikszentmihalyi's concept of flow, the authors trace the history and development of their co-teaching relationship and describe how the co-teachers and students experienced flow. In co-opting theoretical views of flow, used in other fields such as organizational science/psychology, the school setting can be viewed as an organization with members (the students) and the co-teachers as co-workers and supervisors of the students. Teachers become responsible for making constructive suggestions to students, helping each other as teachers, and developing themselves as teachers (Eisenberger et al. 756). To evaluate this process, the authors trace the development of their co-teaching relationship, articulate flow theory regarding teaching and the struggles to achieve it, and describe how both co-teachers and students experienced flow through student-student relationships, teacher-student relationships, and teacher-teacher interaction.