Our objective for this group presentation is to share a research-based framework that identifies effective and equitable co-teaching practices for EPPs to use to co-design, model, and measure outcomes for teacher candidates. As elementary Mathematics and English Language Learner (ELL) methods teacher educators, we will first deliver a brief overview of how we co-designed and modeled equitable co-teaching structures for our teacher candidates to accommodate the unique needs of PreK-12 ELLs. Our intention for this session is not to teach false notions of equitable co-teaching best practices, but rather open a dialogue about what we did, why we did it, and what comes next. We would then facilitate a group discussion that centers on co-designing, consciously updating, and modeling co-teaching structures to include Honigsfeld and Dove’s collaborative instructional cycle and Gorski’s equity literacy framework to better prepare our teacher candidates for the growing ELL population.