The purpose of this qualitative study was to explore perceptions of teacher competency among cooperating teachers and teacher candidates using co-teaching models. The high stakes of standardized testing and teacher effectiveness have added to the demands of educators in the field and the knowledge and skills required of novice teacher candidates. Utilizing co-teaching strategies during student teaching experiences embeds relationship building and true collaboration into the teaching experience. At first glance, co-teaching appears to be an added demand, however, as this qualitative study reveals co-teaching strategies provide extra support for the classroom teacher, greater pupil learning gains, and teacher candidates who are more competent and prepared to enter the field of education. This multi-case study provides the opportunity for readers to examine the role of co-teaching in a classroom setting and analyze the pros and cons of this teaching philosophy, evaluate the role of relationship building and collaboration in an educational setting, and analyze data findings and apply them to continued research in education. [This content is provided in the format of an e-book.]