With research suggesting increased (or no difference in) academic performance and reduced behavior problems for students in cotaught classrooms, it seems that coteaching is one logical solution to the classroom space problem. In this article, the authors define "coteaching" as two or more professionals delivering substantive instruction to a diverse or blended group of students in a single physical space. They outline a three-step process that is helpful in setting up effective teaching teams: (1) Match compatible pairs of teachers using philosophical and learning styles inventories; (2) Teach teaming strategies that have been identified as successful in cotaught classrooms; and (3) Reduce obstacles and barriers before implementing the coteaching model. The authors believe that coteaching, when carefully implemented, can help schools create inclusive classrooms for students with special needs and also improve learning and address the classroom shortage problem. Some effective coteaching approaches and strategies are described. (Contains 1 figure.)