Co-teaching is being embraced by educationists for its differential value in improving student learning ability. A survey was conducted to assess the state of adoption for co-teaching practice across schools in US and Saudi Arabia. The schools were drawn from two different geographies, Winfield, Kansas in US and Dammam in Saudi Arabia. The primary question in the survey was how co-teaching affects the classroom environment; and the secondary questions being investigated were how co-teaching affects the classroom teaching method, and the advantages and disadvantages of co-teaching. The findings indicate that Saudi Arabia is still low as compared to US in the adoption of co-teaching, as reported by teachers, school principals and students. Subsequent recommendations on how to improve co-teaching in Saudi Arabia involve including it as part of teacher-training curriculum, and changing the education policies to recognize co-teaching as a formal instructional method.