The purpose of this study was to review current developments in team teaching and to assess its potential in the Calgary, Alberta, schools. An investigation into team teaching situations in schools in the eastern half of the United States and Canada revealed characteristics common to successful programs (e.g., charismatic leadership and innovative teachers) and several approaches to team teaching--horizontal and vertical teams, teams composed of a master teacher and interns, and independent study programs. Floor plans of selected schools were obtained. Conclusions drawn from the investigation are that team teaching has much to offer the Calgary schools, that teachers should be carefully prepared for team teaching, that an incorrect conception of what team teaching is can damage a program, and that buildings must be designed to provide flexible scheduling. (Appendices include a lengthy bibliography, a discussion of what behavioral sciences can suggest about the selection of personnel for team teaching, and statements of team teaching philosophies from St. Michael School, Calgary, and Abington (Pennsylvania) High School.) (JS)