Collaboration allows for synergy in the classroom and increases the likelihood of meeting each student's individual needs. Co-teaching has been used as a method of collaboration for inclusion and multi-disciplinary classrooms in grades K-12. In this study two professors co taught an undergraduate reading methods course to model such practices for their students, and to have firsthand experience of the endeavor. During the 15-week semester, the professors kept journals and had students fill out surveys to document the experience. Data analysis of both data sources showed the changes in the professors' understanding of co teaching in the areas of power and expertise. Such findings suggest that these issues may be universal in a collaborative setting and should be address.