Team teaching is re-emerging as a relevant research topic in language education due to the complexity and realities of globalization (Williams, Evans, & Metcalf, 2010). This qualitative study examined the characteristics of high-performing teams and their leadership in foreign language programs. Fifty-four college-level teachers, department chairpersons, and deans from five language programs (Chinese Mandarin, Korean, Modern Standard Arabic, Persian Farsi, and Russian) were interviewed by means of a two-phase research design. Phase I focused on the identification and categorization of key success factors, whereas Phase II entailed the refinement of the coding scheme and the creation of pedagogical resources and strategies for professional development. Miles, Huberman, and Saldaña's (2014) two-cycle coding system was used to analyze and code the interviews. Three categories, captured in the framework for high-performing foreign language teams, emerged: Curriculum and Teaching, Team Creation and Environment, and Communication and Decision-making. Self-reflection, risk-taking, and accountability and appreciation were present at all levels of successful teams. Pedagogical implications are discussed.