Co-teaching has emerged as a central instructional strategy for implementing inclusive education mandates, yet its effectiveness depends critically on the leadership models that support collaborative practice. This paper examines the intersection of co-teaching instructional configurations and leadership frameworks in K–12 inclusive settings. Drawing on research evidence, we analyze six co-teaching models- One Teach/One Observe, One Teach/One Assist, Parallel Teaching, Station Teaching, Alternative Teaching, and Team Teaching and explore how distributed leadership, instructional leadership, and social justice leadership frameworks shape their implementation. We document academic and social outcomes for students with and without disabilities, identify persistent barriers including scheduling constraints, role parity challenges, and inconsistent administrative support, and examine evidence-based approaches to teacher preparation and professional development. Findings indicate that effective co-teaching requires administrators to combine multiple leadership frameworks: distributed structures to share decision-making authority, instructional focus to build pedagogical capacity through coaching cycles, and social justice commitments to sustain inclusive philosophy. We conclude with recommendations for integrating these frameworks into coherent systems that translate leadership actions into measurable classroom success. This synthesis contributes to the growing body of literature on inclusive education leadership by providing specific, actionable pathways for administrators seeking to institutionalize high-fidelity co-teaching practice.