This research investigation focused on a middle school interdisciplinary team of teachers in an attempt to understand how such an arrangement, as an aspect of school organization, has the potential to influence teacher interactions and the classroom practices of teachers. Major sources of data were the interactions among participant teachers as observed during various times of the school day, observations of these teachers in their classrooms while teaching, and interviews. The findings revealed that classroom practices such as curriculum planning, delivery of instruction, evaluation of student performance, and behavior management were influenced by the collaborative nature of teacher interactions with one another. These findings were congruent with the theory base for the study that teachers' attitudes, cognitions, and beliefs are socially constructed and maintained through daily organizational life. Implications based on this analysis are offered for middle school organization, the implementation of teaming as school innovation, and teacher preparation programs. (Author)