Common approaches to inclusive education (e.g., co-teaching or team teaching) are based in part on an assumption that when more than one adult or professional are present in a classroom, rates of effective instructional practices and appropriate (i.e., positive) feedback can improve for students who need them most. In this preliminary study, the authors examined teacher--student interactions in a matched set of classrooms in which either one adult or more than one adult were present. The authors present the results of their analyses of teachers' rates of (a) positive and negative feedback, and (b) opportunities to respond, as well as their time spent one-on-one or in small groups with individual, target students. The authors also examine students' percentage of time engaged and rates of disruption. In addition, the authors discuss limitations and implications for the increased use of co-teaching as a service delivery model.