In America’s high schools, particularly in large urban centers, racial and social class differences separating a teacher and students can create classroom management concerns that could seriously impede upon learning. These classroom management difficulties may branch from the misalignment between a teacher’s instructional methods and students’ learning approaches. This research reports data gathered from a New York City High School Suspension Center during a 9 month school year, including results from 56 focus group interviews and 300 hours of classroom observation. The data analysis reveals that classroom behavioral problems and authority concerns are prominent themes in this school. Informed by qualitative methodology, this study examines how classroom management difficulties can be cooperatively addressed when students and teachers agree to employ co-teaching as one way to distribute key aspects of classroom authority. The research utilizes a case study approach to examine the creation of student and teacher co-teaching opportunities through the use of cogenerative dialogue. This case study illustrates how co-teaching is one way that students and teachers can share classroom authority to generate productive learning environments and reduce classroom management issues.