Team-teaching is a classroom innovation with the potential to address many criticisms of business-school curricula (e.g., the "silo" mentality) and provide significant benefits to students and faculty members. While the existing team-teaching literature identifies the positive outcomes that are associated with team-teaching, less is known about the extent to which these positive outcomes are perceived by faculty at large and about the costs faculty members associate with team-teaching. This paper investigates faculty members' perceptions of team-teaching and the implications of those perceptions on administrative policies.