Team teaching was used in three undergraduate courses to explore its potential for enhancing students' academic development. The courses were part of a program offered to freshmen with unrealized academic potential through the Howard University (District of Columbia) Center for Academic Reinforcement (CAR). A three-hour block of time was set aside for an experimental group of 14 students to take CAR courses in mathematics, verbal, and learning skills. A control group, also numbering 14, took classes in the same subjects, but not sequentially, and the classes were not team taught. Among the approaches adopted by the three teachers who acted as a team were: (1) complementing the course content as much as possible in order to reinforce skills; (2) inviting guest speakers; and (3) regularly meeting with each other to discuss pupil progress and to exchange ideas for future lessons. Questionnaires were used to gather information from teachers and students from both the experimental and control groups on the impact and effectiveness of the project. Teacher ratings of student performance, attendance, and student-teacher relationship were analyzed, as well as standardized test results. It was found that the final grades for the two groups varied only slightly, in spite of the significantly higher scores achieved by the control group in tests before the course. The three teachers who taught as a team reported a relaxed relationship in their classes, and the experimental students also remarked favorably on the experience. One of the recommendations is that team teaching be expanded and used in more courses in the following year. A bibliography of 14 references to team teaching, the questionnaires, and other CAR materials are included. (FG)