In this paper, the authors address the question: what are skills, knowledge and professional dispositions that U.S. co-teachers need to balance the seemingly competing mandates of NCLB and IDEIA in order to prepare teachers for the classrooms of today and tomorrow? Based on the results of two recent studies that focused on secondary co-teacher teams (one conducted in Florida; one in California), the authors report both quantitative and qualitative data obtained through the use of surveys, interviews, and observations in California and Florida. In this paper, we extrapolate information for teacher educators as to how to prepare urban co-teachers to meet their needs and the needs of their students. Successful co-teaching practices that were observed are described and the assessed needs of current co-teachers are discussed for future planning of co-teaching preparation policies and practices.