Sixteen documents (13 studies and 3 large-scale reviews) were reviewed to assess the effectiveness of interdisciplinary team teaching in enhancing student achievement. Nine documents focused on or included the intermediate grades, and seven dealt with students at other age/grade levels, chiefly junior high. With one exception, all documents reviewed were concerned with achievement in one or more curricular areas, or with both achievement and affective outcomes. The remaining study examined student satisfaction and was included because affective outcomes are also reported. Studies and reviews examined involved experimental and correlational comparisons between a team teaching approach (usually across academic disciplines) and a "traditional" approach--the one-teacher, self-contained classroom. Findings are discussed in the areas of achievement and affective outcomes, and implementation guidelines for interdisciplinary team teaching are suggested. References are included. (JD)