Teacher preparation programs aim to improve student teachers' experiences to produce high-quality candidates. A qualitative case study explored how university supervisors and cooperating teachers perceive co-teaching during student teaching, revealing that while organic co-teaching occurs often, planned co-teaching is rare. Key factors for success include collaboration, modeling, and responsiveness to student needs, while barriers include personality conflicts and unequal access to co-teaching opportunities. Through collaboration, co-teaching offers many advantages that often outweigh the challenges of implementing this non-traditional sixteen-week model in PreK-4 settings.