The effectiveness of the instructional team approach as opposed to the self-contained classroom approach was investigated by the Atlanta Public School system from 1966-1969 (under a funding by Title I, Public Law 89-10). The achievement levels of first grade and seventh grade pupils were evaluated, using both techniques at each level. The instructional team was the experimental unit and the self-contained classroom was the control unit. Eleven questions were posed to test the hypothesis that the experimental unit would make as much progress or more than the control unit. Staff activities of the instructional team, cost effectiveness of both techniques, the testing procedures, and the data analyses are discussed and each question is considered in terms of the amassed statistical data. Results showed the control group to have had an advantage during the first year, although a combination of circumstances may have influenced the results. During the second year, the position was reversed and the team teaching technique had the advantage. In the third year, however, neither approach was superior in achievement, but the experimental group did score significantly higher on self concepts. (AE)