In this reanalysis of narrative notes collected in a larger study of co-teaching, the reading and writing demands of high school social studies classes were explored. Eight pairs of teachers (one special education teacher, one social studies teacher) from five high schools in Western Pennsylvania and New York were observed co-teaching in social studies for 3-6 periods each. Observers were trained to document teacher and student behaviors in narrative notes; each five-minute segment was coded based on the literacy demands of the class. Results showed little reading and writing by students or teachers. Implications of these findings are discussed. (Contains 3 tables and 1 figure.)