The purpose of this study was to investigate research trends and intervention features regarding co-teaching implemented in inclusive education settings. For this purpose, a total of 12 articles published in Korean journals from 2002 to 2019 were reviewed and analyzed. The results of analysis were as follows：First, most studies used group comparison design and implemented in preschools or elementary schools. Aslo, intervention effects were measured mostly for students with disabilities and studies examined the intervention effects for teachers were very few. Second, regarding independent variables, the most common intervention type was co-teaching linked to subject areas. Various dependent variables were measured such as academic achievement, participation, cognition and attitude. Third, as core implementation factors for inclusive education, teachers’meetings for co-teaching, co-teaching program plan, role and responsibility sharing, and special strategies or skills, student achievement, and program management were addressed in most studies. Various co-teaching types were used considering different lesson plans or activities. Based on the results, implications for practical application in the field and directions for future research were provided as follows：1) extending the participants who co-teaching targeted for, 2) implementing effective co-teaching considering school features across difference school levels, 3) applying implementation factors and types of co-teaching, and 4) enhancing administrative and financial supporting systems.