AN EVALUATIVE STUDY OF STAFF UTILIZATION PATTERNS WAS UNDERTAKEN WITH FOUR MAJOR GOALS--TO MEASURE STUDENT PROGRESS UNDER VARIOUS TEAM PATTERNS, TO DETERMINE STUDENT AND TEACHER REACTION TO NEW DESIGNS AND PARTICULAR ASPECTS OF TEAM TEACHING, TO ESTABLISH CRITERIA FOR MORE DEFINITIVE EVALUATIVE PROCEDURES, AND TO ESTABLISH STRONGER, MORE WORKABLE TEAM PROGRAMS THROUGH RESEARCH FINDINGS. THE ULTIMATE AIM WAS TO PROVIDE LEARNING OPPORTUNITIES FOR YOUTH THROUGH THE DISCOVERY AND APPLICATION OF THE BEST METHODS OF INSTRUCTION. LIMITATIONS INCLUDED DISPARITY BETWEEN STUDENT TEACHER RATIOS WITH TEAM TEACHING, TO ESTABLISH CRITERIA FOR MORE DEFINITIVE EVALUATIVE PROCEDURES, AND TO ESTABLISH STRONGER, MORE WORKABLE TEAM PROGRAMS THROUGH RESEARCH FINDINGS. THE ULTIMATE AIM WAS TO PROVIDE LEARNING OPPORTUNITIES FOR YOUTH THROUGH THE DISCOVERY AND APPLICATION OF THE BEST METHODS OF INSTRUCTION. LIMITATIONS INCLUDED DISPARITY BETWEEN STUDENT TEACHER RATIOS WITH TEAM AND CONTROL GROUPS, NECESSITY FOR BETTER CONTROL CONDITIONS BY ELIMINATING THE TEACHER VARIABLE, AND QUESTIONABLENESS OF SOME DATA BECAUSE TESTS HAD BEEN ADMINISTERED UNDER VARYING CONDITIONS. IMPRESSIONS WERE BORNE OUT BY TEST RESULTS, STUDENT QUESTIONNAIRES, AND TEACHER QUESTIONNAIRES. MEASURED PROFICIENCY OF TEAM TEACHING GROUPS WAS GENERALLY BETTER THAN THAT ATTAINED BY CONTROL GROUPS. ELIMINATING 1 OR 2 DAYS A WEEK FROM CONVENTIONAL STUDENT PROGRAMS HAD NO DELETERIOUS EFFECT ON MEASURED GROUP PROFICIENCY. DISCIPLINE PROBLEMS WERE MINIMIZED. STUDENTS ENJOYED THE CHANCE TO PARTICIPATE IN SMALL GROUPS. AND PRAISED THE PROGRAM IN ITS PREPARATION FOR COLLEGE, ENCOURAGEMENTS OF CREATIVITY AND INDEPENDENCE AND THE HIGH LEVEL OF TEACHER PLANNING AND PREPARATION. TEACHERS SHOWED ENTHUSIASM FOR THE PROGRAM AND FELT THAT THE MORE RESPONSIBLE STUDENTS PROFIT BEST FROM TEAM PROGRAMS. THEY LISTED FLEXIBILITY OF SCHEDULE, QUALITY OF WORK ACCOMPLISHED, AND IMPROVEMENT IN CLASSROOM CLIMATE AS THE MOST POPULAR FEATURES OF TEAM TEACHING, EVEN THOUGH TEAMS DIFFERED IN SUBJECT MATTER, STUDENT LEVEL, SIZE, PURPOSE, METHODS AND PLANS, IT WAS SHOWN THAT INDIVIDUAL STRUCTURE OF EACH TEAM HAD LITTLE BEARING ON EVENTUAL RESULTS. PROFICIENCY TESTS SHOW ADEQUATE OR HIGHER SCORES, STUDENTS AND TEACHERS WERE WELL SATISFIED.