Coteaching is one instructional delivery model that purports to provide students with supports they need to succeed in the general education setting. This case study used qualitative methodology, which was supplemented by quantitative data, to explore the instructional factors that may contribute to the achievement of high school students with learning disabilities who are placed in a cotaught setting. An optimal environment was created for coteaching and included careful selection of the cotaught team, support from the campus administration, initial and ongoing training for the coteachers, and the creation of common planning periods. Two cotaught classrooms were observed for one semester, and five students with learning disabilities were selected from these classrooms for observation and interview. Additional data included interviews with the campus principal, campus teachers, and the coteachers, as well as weekly observations using the Stallings Observation System. Interviews and observations suggested that there was little change in teacher or student behaviors.