Discussed is the history, organization, and value of team teaching with retarded children; and provided is a program description of team teaching during 1969 at one center which involved 22 children from 6 to 12 years of age. Team teaching is seen to provide for varying student needs by teachers of varying abilities. Definitions of team teaching and related terms such as multiage grouping are given. Economic advantages are said to have been an early impetus to team teaching efforts with the inauguratory program occurring in 1957 at a Massachusetts school. Team organization is considered in terms of the value of both flexibility and structure, the need for initial planning sessions, the need for suitable facilities and equipment, and the involvement of ancillary staff and consultants. Advantages of team teaching with retarded children are thought to include individualized instruction and flexible grouping. Two case studies are given to illustrate the positive effects of team teaching on a 13-year-old girl and a 10-year-old boy, both severely retarded and withdrawn. Reported are results of the program evaluation at Nobel Center in Indiana which included completely meeting objectives such as forming smaller groupings for more effective teaching and not meeting objectives such as maintaining continuing assessment of the curriculum program. Also listed are the measurable goals for each of the five pupil groups in areas such as appropriate behavior, the criteria for grouping, a sample program day, and teacher opinions of the program. (DB)