||The purpose of this research is to examine the experience of co-teaching in Montessori education as an emergent teaching practice in American Montessori schools. This study is an ethnography. It primarily focuses on personal written narratives provided by Montessori educators, who are currently or who have previously been in, a co-teaching relationship with at least one other trained Montessorian sharing a classroom, including anecdotes from the author. This study has been conducted using the methodological frameworks of social learning theory and systems theory. By analyzing data from electronic survey responses, follow-up e-mail correspondence, and the author's research journal three overarching themes emerged. These themes are attitudes toward co-teaching, training, and observation. Recommendations formed from the data include including instruction regarding co-teaching in Montessori teacher training programs as a standard in curriculum and to offer co-teaching focused workshops at professional development conferences. It is also recommended that organizational level supports be developed for Montessori teachers in co-teaching relationships. Suggested ideas for further research are shared.