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This study examines a collaborative model ofteaching English by native English-speaking teachers(NESTs) and local teachers in Taiwanese elementaryschools. This co-teaching model (hereafter referred to as‘‘the CT Model’’ or ‘‘the Model’’) is proposed by the authorbased on previous studies in this field as an attempt toimprove the performance of teaching practice of this kind.Through multiple research methods, the author examinesthe utilization of the CT Model, the impact of the Model onthe teachers and the elements of a viable co-teachingmodel. The study shows that the CT Model was consideredwell formulated, and the components included in the Modelwere necessary for co-teaching of English. After imple-menting the Model, the teachers became more aware oftheir teaching practice. The Model also served as areminder for the teachers of what they could do whenworking with their co-teachers. The study indicates that thecomponents of the Model were implemented differently bythe teachers. Time constraints, which seem endemic to allteaching professionals, presented a challenge for theteachers when they attempted to work together by fol-lowing the Model. Finally, implications for the develop-ment of plausible collaborative models of teaching Englishby NESTs and local teachers are discussed