Coteaching is a teaching strategy that requires 2-teachers to collaborate in developing a course syllabus, selecting materials, and assessing students' work. The research problem, addressed in this study, was an appeal to educate the diverse adult population whose needs could not be addressed through traditional instructions at Rex College. Because of a high number of enrolled adult students, coteaching at Rex College was used to improve student success for academically underprepared students in a Set for Success program. The purpose of this study was to examine the coteaching strategies used at Rex College so that teaching guides and/or professional training development workshops could be implemented to provide consistency in the program. The conceptual framework of this study was based on the constructivist theory that knowledge is constructed and internalized by an individual in a social setting. The research question for the qualitative study was designed to focus on the experiences of the faculty members at Rex College. A purposeful sampling method was used, and 15 participants, who provided first-hand information, were selected for interviews and field observations. The interview data was analyzed by creating a matrix grid to code key words or phrases from each participant's responses and linked to the interview questions. The findings were interpreted and used as themes for the narrative. The results indicated the effectiveness in teacher collaboration and planning as compared to traditional classroom approach. A positive social change may result as (a) students demonstrate success in completing studies and develop job skills; (b) instructors find collegiality in their relationship and develop new teaching skills; and (c) attrition is decreased at Rex College.