This article presents a co-teaching model for developing teaching effectiveness, illustrated with a case example portraying the experiences of two doctoral students who co-developed and co-taught an undergraduate course. As future educators, the doctoral students profited from the unique opportunities co-teaching provided for skills and personal development. The model benefitted the institution, enabling it to add a new elective to its offerings informed by the co-teachers’ recent professional experiences. Participating in a co-taught course provided special opportunities for enrolled students, such as ongoing modeling of a collaborative professional relationship. The article highlights additional benefits of co-teaching and also explores cautions and lessons learned. Recommendations are discussed for maximizing the benefits of co-teaching for higher education departments, students, and novice educators. Lessons gained from the case example, which occurred in the social work discipline, are applicable to many disciplines but may have special resonance for behavioral sciences and applied social and health sciences.

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