Math and science teachers typically have little training or experience in identifying and meeting the needs of students with disabilities (Norman et al., 1998), leaving them unprepared to adapt mathematics and science curricula or to provide instruction that is appropriate to students’ learning needs (Newton et al., 2012; Wilson et al., 2002). In the absence of available texts and programs that are designed to be accessible to students with disabilities, co-teachers must be able to critically evaluate their school’s adopted texts and programs within the context of what is known to work, especially for students with disabilities. This chapter discusses the specific barriers within mathematics and science curricula for students with disabilities and provides strategies for adapting them for more effective co-teaching roles. These roles include aligning co-taught math and science instruction to the existing evidence base of effective practices for students with disabilities, teaching learning strategies, and structuring inquiry in ways that maximize student learning.