This article reviews papers published in the last ten years about co-teaching for MLs. The authors identified six elements that are fundamental for collaborative instructional practices for ML success. The first element is the involvement and support of school leaders: leadership is instrumental in creating opportunities to collaborate during instruction in addition to co-planning and co-assessing. The second element is co-planning time and process: in most collaborations, there is little attention to co-planning; however, co-teaching is ineffective without co-planning. The third element is capacity-building: as teachers and school leaders engage in collaborative work, they build a shared understanding of teaching and learning to support MLs. The fourth element is the integration of language and content: MLs deserve access to grade-level content knowledge while interacting with their English-speaking peers, rather than the traditional pullout model. ESOL teachers’ language learning expertise could be utilized in the content courses through co-planning and co-teaching. The fifth element spans co-teacher parity, compatibility, and relationships: building partnerships requires shared ownership to support MLs’ academic and linguistic needs. Co-teaching partners, such as content courses and ESOL teachers, could bring their expertise to meet the learning needs of students when parity is fulfilled. The last element is establishing a framework for collaboration and decision-making.