Preparing "highly qualified" special educators that can effectively partner with the parents of students with disabilities is proving to be a daunting task, though widely acknowledged as essential in special education. This descriptive study examines the experience of instructors co-teaching a special education course focused on family-professional partnerships. The qualitative data shared focuses on the experiences of the university instructors. Findings illustrate instructor's views of teaching a families course, thoughts on delivery methods, as well as perceptions of the impact of such a course on the conceptual change of teachers in regards to families of students with special needs. Implications for the field of special education teacher education are discussed.