Co-teaching has become one of the most widely implemented pedagogical strategies for promoting students inclusion (Fluijt et al., 2016). Despite the growing body of research, relatively few studies have focused explicitly on students’ own perceptions of this practice (Johnson & King-Sears, 2020). Incorporating student voice is essential, as it provides valuable information for improving co-teaching, strengthens student participation, and fosters reflection on learning processes (Wagner et al., 2024). Previous studies show that students, particularly those with educational needs, tend to value co-teaching positively, highlighting the opportunity to receive diverse explanations and access immediate support in mainstream classrooms (Connor & Cavendish, 2020; Wagner et al., 2024). In Spain, empirical evidence remains limited. Although Olmos et al. (2018) reported positive student assessments of co-teaching in secondary education, further research is needed to explore classroom dynamics, tensions, and opportunities. The aim of this study was to examine Spanish students’ perceptions of co-teaching in order to identify factors that facilitate or constrain its implementation and inform improvements adapted to classroom realities. Eighty semi-structured interviews were conducted with primary and secondary students from different Spanish schools. Data analysis followed the stages of transcription, coding, categorization, analysis of relationships between categories and interpretive analysis, supported by Atlas.ti 25 software. Two main analytical categories emerged: descriptions of co-teaching practices and student preferences. Findings were organized into three blocks. First, students commonly described a model in which one teacher assumes primary responsibility for whole-class instruction, while the second teacher provides targeted support to students requiring individualized assistance. Second, students identified tensions associated with the presence of two teachers, particularly regarding classroom climate and supervision. Increased monitoring was sometimes perceived as restrictive; however, students also recognized that it contributed to a calmer and more focused learning environment. Third, students’ evaluations and preferences differed depending on whether they received educational support. Those receiving support expressed positive attitudes toward co-teaching but often preferred receiving this support outside the classroom to enhance concentration. Students who did not receive support viewed the presence of two teachers as beneficial for peers with greater educational needs. Overall, the findings suggest that students perceive co-teaching as having strong potential to advance inclusive educational responses adapted to classroom diversity (Shogren et al., 2015; Wagner et al., 2024). From an inclusive perspective, an excessive emphasis on discipline understood as constant surveillance may conflict with principles of participation, recognition of diversity, and shared construction of norms.

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