Scholars who study teaching and learning have provided the academy with a range of progressive pedagogies that move beyond traditional ways of teaching. In the call for the use of diverse classroom practices in higher education, many have highlighted the benefits and challenges that come with collaborative teaching models. In this chapter, the authors examine collaborative teaching through an intersectional lens. Intersectionality as a theoretical concept has practical implications for the ways faculty understand and practice skills related to teaching and for the ways students learn. Through the use of a case study, the authors discuss how an intersectional lens enriches collaboration by facilitating a classroom community where a diverse range of identities and perspectives are utilized in learning processes. This conceptual lens provides ways for faculty to deliver content knowledge and to simultaneously create and sustain inclusive and authentic classrooms.