This paper explores how the research–practice gap shapes co-teaching in Austria and Germany, focusing on both structural barriers and emerging opportunities. Following ratification of the UN Convention on the Rights of Persons with Disabilities, both countries committed to inclusive education within highly segregated and federally governed systems. Policy reforms emphasize multi-professional cooperation, yet rarely address co-teaching as integrated, joint instruction. Drawing on theoretical distinctions between task-divided cooperation and co-teaching as equitable collaboration, the paper argues that prevailing medical and categorical approaches to special education limit the development of co-teaching. Support services remain tied to disability labels, constraining the possibility that two professionals jointly teach and support all learners. Empirical evidence from both countries demonstrates that while collaborative practices exist, co-teaching remains inconsistently implemented. The presentation synthesizes research findings, policy analysis, and examples of progressive practices from federal states, districts, and schools that are using their autonomy to advance co-teaching. These cases illustrate how structural flexibility, leadership commitment, and professional learning can enable movement beyond compliance-oriented inclusion. The paper contributes to European discourse by clarifying conceptual distinctions, identifying systemic barriers, and highlighting pathways for aligning policy and practice to strengthen inclusive education.

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