The team teaching concept is examined in this study and three working models for team teaching an education course at Middle Tennessee State University are described. The goal was to develop a model that could be easily adapted to a variety of situations and disciplines, and one that would serve as a demonstration model. The first model consisted of one class period devoted to large group lecture, and two class periods devoted to independent study and seminar discussions. The second model consisted of a split session of large group lecture and intermediate group feedback. Independent study groups and seminar groups were also formed. The third model was a proposed model consisting of a large group lecture discussion session, released time for independent study, and seminars based on topics researched in advance. Faculty reactions to the team teaching method were generally favorable. Anxieties concerning the general effectiveness of instruction in this situation existed until test results showed no significant differences between experimental and control students. It is suggested that the team teaching approach requires more faculty time spent developing materials and instructional routines than traditional teaching methods. Students expressed some dislike for the technique, indicating they felt uncomfortable having to accept more responsibility for their own learning. (SF)