THE EFFECTS OF TEAM TEACHING AND SELF-CONTAINED CLASSES ON PUPIL ADJUSTMENT WERE COMPARED. THE STUDY WAS CONDUCTED OVER A PERIOD OF 2 SCHOOL YEARS, THE SAMPLE WAS COMPOSED OF ELEMENTARY PUPILS FROM TWO SCHOOLS IN AN ECONOMICALLY DEPRESSED AREA. PUPILS WERE RANDOMLY ASSIGNED AT ONE SCHOOL TO EITHER A TEAM ORGANIZATION OR A SELF-CONTAINED CLASSROOM. THE OTHER SCHOOL SERVED AS A SECOND CONTROL AND CONTINUED THE SELF-CONTAINED CLASSROOM APPROACH. THE SECOND CONTROL WAS INCLUDED TO DETECT POSSIBLE CONTAMINATION OF VARIABLES AND TO LEND GREATER POWER TO THE STATISTICAL ANALYSES. THE TWO DIFFERENT CLASSROOM ORGANIZATIONS PRODUCED ONLY MINOR DIFFERENCES IN ADJUSTMENT. IN THE 1ST YEAR, THE GROUP IN TEAM TEACHING MADE LOWER GAINS IN ADJUSTMENT THAN THE GROUPS IN THE SELF-CONTAINED CLASSROOMS. THIS DIFFERENCE DID NOT PERSIST IN THE 2D YEAR. IT WAS CONCLUDED THAT EITHER THERE WERE NO ORGANIZATIONAL EFFECTS ON PUPIL ADJUSTMENT, OR THE PERSONALITY SCALES OF THE MEASURING INSTRUMENT WERE NOT SENSITIVE TO SUCH DIFFERENCES IN ADJUSTMENT. BACKGROUND REFERENCES AND NOTES WERE INCLUDED. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF EDUCATIONAL RESEARCH," VOLUME 58, NUMBER 7, MARCH 1965.