The purpose of this study was to test whether co-teaching had an impact on special education students achievement in the areas of reading comprehension and fluency. The study was conducted in a south-west suburban Chicago elementary school, and data from special education students at the school were discrepant from their nondisabled peers. This study implemented co-teaching and measured the impact it had on special education students. All special education students remained in the general education classroom with their nondisabled peers, with a special education teacher co-teaching along with the general education teacher. Previously, special education students had been pulled out of the general education classroom and provided instruction in a separate setting, at a specific level of instruction. The study found that students with individualized education plans (IEPs), placed in a co-taught general education classroom, showed no significant change in their growth in the areas of reading comprehension and reading fluency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]