This paper examines how co-teaching emerges, is interpreted, and is legitimized within Finnish and Swedish education systems through policy documents and research literature. In Finland, co-teaching between general and special education teachers has become increasingly established and is explicitly recommended in national legislation and the core curriculum as a means of providing group-based support. Research from Finland reflects this policy emphasis, documenting growing implementation and leadership engagement with co-teaching practices. In contrast, while Swedish policy and research strongly emphasize teacher collaboration, co-teaching as a distinct concept and practice is largely absent from both national policy documents and empirical research. This absence is notable given the substantial international evidence base supporting co-teaching as an effective inclusive practice. The study addresses the research question: How and why does co-teaching become institutionalized in Finland but not in Sweden? Using a comparative qualitative document analysis, the authors examine national legislation, curriculum frameworks, government reports, and peer-reviewed research from both countries. The analysis highlights differences in how professional roles, support structures, and special education responsibilities are conceptualized. Findings suggest that variations in historical policy trajectories, professional role definitions, and interpretations of collaboration contribute to divergent pathways. The paper offers Nordic comparative insights that deepen understanding of how co-teaching is positioned within inclusive education systems and provides implications relevant to broader European contexts seeking to strengthen collaborative instructional models.

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