This project study addressed a lack of consistent instructional delivery of co-teaching practices in a rural high school in middle Georgia. Though co-teaching services are provided, teachers are not implementing co-teaching models with fidelity. Because co-teaching teams are not trained together, teachers' efficacy in the delivery of co-taught instruction has often been negatively affected. This project study provided insight into the perceptions of co-teachers regarding the implementation of co-teaching practices. Bandura's self-efficacy theory served as the conceptual framework for this study. Using a qualitative, bounded, single case study design, the study explored the perceptions of co-teachers and the planning practices that were used by teachers in a rural high school in middle Georgia. A total of 9 general and special education co-teachers were recruited to participate in the study. Qualitative data for the study were gathered through semistructured interviews, a focus group interview, and lesson plan documentation. The transcribed interviews and lesson plan documents were analyzed through open and axial coding to generate themes. The findings revealed that teachers perceived a need for further training in co-teaching methods to improve their self-efficacy in collaboration and the implementation of co-teaching practices. The results of the study were used to develop a professional learning project that benefits teachers by improving collaboration, the implementation of co-teaching models, and co-teaching instructional strategies. The project may contribute to positive social change by improving co-teachers' skills to deliver effective instruction and increasing the self-efficacy of teachers to create a supportive learning environment within their co-taught classrooms.