This poster presents the experiences of a librarian and a writing center program specialist in seeking to overcome problems of redundancy, inconsistency, and insufficiency in instruction sessions by integrating library and writing center instruction in an upper-level Education course. It outlines the evolution of a co-teaching model and the impact of this collaboration on individual workloads, student and faculty perceptions of both library and writing center instruction and services, and new opportunities to work with additional courses, topics, colleagues, and projects.