In today's educational climate, where inclusion and response to intervention (RTI) are valued, the use of coteaching represents one potential way for schools to meet the diverse needs of students in their classrooms. Although school psychologists are not typically involved in delivering instruction through a coteaching paradigm, they have the potential to contribute to the development and refinement of coteaching approaches given their unique role as instructional consultants. Despite the increasing use of coteaching in the schools, coupled with the potential for school psychologists to provide consultation in this domain, there has been little mention of this topic in the extant school psychology literature. This article is designed to provide school psychologists with an introduction to the increasingly relevant issue of coteaching. Specifically, the article reviews characteristics of coteaching, a rationale for its use, six coteaching models, and three common developmental stages in coteaching relationships. In addition, potential roles for school psychologists in the establishment and maintenance of coteaching approaches are emphasized.