This qualitative case study analyzed how one interdisciplinary team within a large middle school fostered a responsive adolescent-centered community for eighth-grade team students. Data were collected during the spring semester of the 2009 school year via observations, individual interviews, and focus group interviews with nine participants, including four eighth-grade students, four eighth-grade team teachers, and one middle school principal. Findings indicate developmentally responsive school organizational structures (i.e., interdisciplinary teaming, flexible scheduling, homeroom, and common planning time) and team teacher characteristics and practices helped to promote an adolescent-centered community that met eighth-grade students' needs for care and fun, in addition to other basic and developmental needs. Meeting eighth-grade students' needs for care and fun emerged as the major theme in the promotion of an adolescent-centered, developmentally responsive community within one interdisciplinary team at the middle level. (Contains 1 table.)