A meta-analysis of co-teaching showed that it benefits students to have more than one adult in the classroom, regardless of the specifics. We reflect on what it could mean to successfully build a co-teaching classroom based on trust among the teachers and students. Later, we read another meta-analysis that is sharply critical of the current research on growth mindset. We consider what their critiques mean for our past support of growth mindset research and what elements of growth mindset we want to keep (for now).