One middle school recently adopted a team teaching model as a result of principal directive in order to improve staff communication and better serve students. Because seventh and eighth grade teachers had never been teamed in this particular middle school, research was needed to investigate how teaming was implemented and how these teachers responded to the change. The theoretical basis of this study stemmed from group dynamics and change theories. The overarching question that guided this study addressed teachers' perceptions of being in a four team teaching model. The sub-questions addressed formal and informal communication, interdisciplinary cooperation, and common student issues among the various teacher teams. In depth interviews of 21 teachers on 5 different teams were conducted. Data were analyzed by using a typological analysis with both predetermined and inductive categories. The findings showed that for most of the teams, formal communication was sporadic and informal communication occurred more frequently. Though most of the teams desired greater interdisciplinary teaching, it rarely occurred. The teams believed that confronting student behavioral issues as a team was more effective than dealing with these issues alone. One recommendation with which nearly all of the participants agreed was that more frequent and consistent formal communication may be beneficial. Improved team teaching may lead to social change by increasing student achievement in standardized tests thus getting middle schools closer in meeting the Annual Yearly Progress (AYP) as set by the No Child Left Behind Act of 2001. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]