This literature review explores instructional strategies and cooperative teaching (co-teaching) strategies, based on information gathered from recent research. It is an analysis of various studies that address how co-teaching was implemented in classrooms of students with and without disabilities. Considered are both teacher and student perspectives on the effectiveness of co-taught classrooms. The results of this literature review observed positive perceptions from all parties involved. Collectively, the research emphasizes the importance of having full support of the administrative staff, and how all teachers involved need to have an open, honest line of communication between each other. However, the research also indicated that teachers found it difficult to meet in order to create lesson plans where accommodations and/or modifications are planned. This paper discusses the different forms of co-teaching, classroom layout of where to place seating, and the staff support needed to create an efficient co-teaching environment.