Inclusion co-teaching classrooms, where general education and special education teachers collaborate to support all students, present unique opportunities and challenges. This model promotes equity and provides students with disabilities access to the general curriculum alongside their peers. However, it requires effective communication, coordination, and a shared vision between co-teachers. Teachers must address diverse learning needs, manage classroom dynamics, and ensure that both general education and special education goals are met. These demands can be overwhelming without proper training, resources, and support. This issue of NASET’s Inclusion Series provides 10 detailed challenges teachers face when working in an inclusion co-teaching classroom, along with insights into why these challenges occur and their potential impact.