The review aims to consider the theoretical approaches of collaboration and co-teaching, motivational factors, pedagogical implications, and barriers, thus contributes to the literature in the field. To that end, a literature search has been conducted from different libraries and scholarly platforms, which included Medline, ERIC, PubMed, and Google Scholar. The studies that have discussions on the implication of co-teaching or collaborative teaching strategies were selected. A comprehensive scrutiny process was applied to filter out relevant and quality studies. 12 articles, inclusive of original and review article, have been finalized for systematic analysis. The selected articles have shown that positive outcomes are closely associated with the collaborative teaching or co-teaching methods, and have a closer relevance to the students' and teachers' achievements. Joint work, teamwork, and co-teaching approaches also support the teachers for their professional development and enhance their learning abilities. Moreover, the results have shown that interest in co-teaching has been intensified considerably in most of the educational milieus including special education to accommodate the students' special needs. Collaborative and co-teaching approaches play an important role in improving students' strengths, beliefs, and values, especially in the field of English language teaching, therefore, teachers who are dissatisfied with the outcomes of traditional learning methods are willing to apply collaboration and co-teaching models.