In recent years, international and Kazakhstani pedagogical practice has increasingly focused on preparing future teachers for work in inclusive educational settings. One promising approach is co-teaching-a collaborative teaching approach involving two or more teachers in a single learning environment to provide individualized support to students with diverse learning needs. Despite the widespread use of co-teaching in inclusive classrooms as a strategy for improving the quality of instruction, its integration into teacher training programs remains understudied and formalized, particularly in the context of Kazakhstani pedagogical universities. Recent research demonstrates that student teachers' participation in co-teaching practices contributes to the expansion of their pedagogical competencies, a better understanding of inclusive methods, and increased professional confidence. At the same time, research reveals the inadequacy of holistic teacher training programs for inclusive education and the need to develop practice-oriented training models. Our study aims to analyze the practical aspects of implementing co-teaching in the training of future teachers, identify the key success factors and barriers, and formulate recommendations for improving pedagogical programs in an inclusive education environment.