The purpose of this qualitative exploratory single-case study was to explore how co-teachers are provided with strategies to implement co-teaching through the four cycles of teacher collaboration. For this study, the Woodland et al. four cycles of teacher collaboration are identified as compelling concepts for the conceptual framework, which are composed of four processes-dialogue, decision-making, taking action, and evaluation of practice. The target population was 30 secondary co-teachers (special educators and general educators) and five administrators (four assistant principals and one head principal) in an urban high school in the southeastern United States. The data sources included an online questionnaire, interviews, and one focus group session. The four research questions that guided this study were: (1) How are secondary co-teachers provided with strategies to produce a dialogue with co-teaching? (2) How are secondary co-teachers provided with strategies to make decisions with collaborative duties? (3) How are secondary co-teachers provided with strategies to take action within a co-taught classroom? (4) How are secondary co-teachers provided with strategies to evaluate co-teaching practices? The analyzed data produced reoccurring themes within each cycle that included: (1) teacher led, (2) emails, Google Docs, (3) framework PowerPoint, (4) no strategies, (5) conflict arises, and (6) observations, staff meetings, and PLCs. The findings provided insightful perspective to strategies that are implemented and needed to increase the successful implementation of co-teaching. [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.]