This qualitative case study examines co-teaching from a critical Disability Studies in Education perspective and analyzes the balance of power and discursive dominance in an inclusive co-teaching arrangement. Data for this study were derived from video recordings of two middle school co-teachers as they planned for and taught 8th grade math to a class of students with and without disabilities. Results of this study reveal the dominance of general education discourse and the state-mandated curriculum in this classroom, which reflects a larger ableist culture that privileges uniformity and standardization, not inclusion.