AN EVALUATION IS GIVEN OF SUCCESSFUL SECONDARY-LEVEL TEAM TEACHING PROGRAMS IN AMERICAN HISTORY, AMERICAN LITERATURE AND COMPOSITION. PROVISIONS WERE MADE FOR LARGE GROUP INSTRUCTION, SMALL GROUP DISCUSSION, AND INDEPENDENT STUDY WITHIN A 2-HOUR TIME BLOCK. TEACHERS HANDLED TOPICS AND SUPERVISED ACTIVITIES UPON WHICH THEY HAD MUTUALLY AGREED IN COOPERATIVE PLANNING SESSIONS. NINETY-SIX PUPILS, RANGING IN IQ FROM 87 TO 141, PARTICIPATED. IT WAS BELIEVED THAT A TEAM TEACHING APPROACH WOULD AVOID SEGREGATION OF STUDENTS INTO ARTIFICIAL ABILITY GROUPINGS WHICH LEND THEMSELVES TO DIFFERENTIATED INSTRUCTIONAL ATTITUDES. JOINT PLANNING FOR BOTH DAILY AND WEEKLY OBJECTIVES PROVIDED GREATER SHARING OF IDEAS INVOLVING PRESENTATION AS WELL AS SELECTION. BY POOLING SPECIAL AREAS OF INTERESTS AND SKILLS, THE TEAM PRESENTED A MORE VARIED AND STIMULATING PROGRAM THAN ONE TEACHER IN A TRADITIONAL CLASSROOM COULD DO. CURRICULUM WAS STRENGTHENED BY A MORE CHALLENGING PROGRAM AND GREATER LEARNING BY STUDENTS RESULTED FROM THE GREATER ATTENTION GIVEN TO THE UNIQUE NEEDS OF INDIVIDUAL STUDENTS. FACILITIES WERE USED MORE EFFECTIVELY AS A CONSEQUENCE OF THE FLEXIBILITY OF THE PROGRAM. EXPERIENCE DEMONSTRATED THAT THE APPROACH IS FUNDAMENTALLY SOUND, BUT IT IS NO PANACEA FOR ALL INSTRUCTIONAL LEARNING PROBLEMS. SAMPLE ASSIGNMENTS AND SAMPLE TEAM-TEACHING OUTLINES ARE SHOWN.