The adoption of team teaching (Buckley 2000) is being increasingly explored by many Victorian government secondary colleges as a beneficial approach for use with "middle years" students. Many of these programs are designed to encourage greater student engagement and opportunities for collaborative learning in purposefully designed open learning spaces using multiple teachers with up to one hundred students. However, this approach is far less widely used in senior secondary colleges at which both traditional curriculum pressures and architectural constraints work to limit the adoption of this practice. The authors examine findings of a joint research project undertaken between a senior sciences secondary college (sixteen-to-eighteen-year-old students) and members from the Monash Science Education Research Group. The college is considered unique in its adoption of team teaching as a fundamental pedagogical approach across all year levels in the school in the pursuit of improved learning outcomes for students in the sciences and generally, and enhanced opportunities for teacher professional growth (Fu & Chase 1991). The project looked to inform the school of the benefits and challenges of team teaching as experienced by the teachers through the observation of team-taught classes, personal teacher reflections, and a survey of the teaching staff.