Data regarding the type of instructional scheduling utilized along with the use of teaming and common planning at the middle school level has not been collected nor reported on the New York State School Report Card, and therefore it is not known whether and how middle schools are implementing these three school supports. Consequently, the purpose of this research was to discover whether these three school supports are present or absent in New York State middle schools in order to provide direction for educators, administrators, community members, and policymakers in making informed decisions regarding middle level education in the State of New York. This descriptive study examined to what extent, if any, three school supports (instructional scheduling, teaming, and common planning) are in existence in New York State middle schools. The results indicated that the majority of principals utilize a traditional departmentalized schedule with interdisciplinary and/or single-graded teaming with varying duration and frequencies of team, grade level, and departmental common planning. Statistically significant differences existed between specific principals' beliefs and grade configuration, school location, and years of principal experience at current school.