Two major studies reported in 1970 reached similar conclusions regarding the effect of team teaching in elementary schools on collegial decision making, faculty communication, and teacher sentiments. Among other things, teachers in team-organized schools were found to have higher levels of work autonomy and job satisfaction than those in comparison schools without a team structure. The studies were comparative in design, leaving open the possibility that team organization was not the causal agency responsible for the observed differences. The present paper reports results from a study following a before-after, control group design using measures that strictly duplicated those of one of the prior investigations--the study published by Meyer and Cohen of the Stanford Research and Development Center for Research and Development in Teaching. Measures were taken in the spring of 1974 in 14 elementary schools that subsequently installed a multiunit structure and in 13 control schools that retained an undifferentiated structure, and measures were taken again two years later (as well as in between). Taking account of the "before" levels of the variables, findings showed that the structural innovation had the effects on communication and on teacher imputations of influence to collegial groups described by Meyer and Cohen. The innovation had no effect on job satisfaction, and it reduced rather than increased teachers' feelings of work autonomy. Further analyses demonstrated that the imputed influence of the principal was a vital factor in affecting autonomy, affecting it more strongly than collegial power in the school. (Author)