EXPLORED ARE TEACHING AND LEARNING RELATIONSHIPS OR FORMS OF CLASSROOM INTERACTION IN THE TEAM TEACHING ARRANGEMENT, AND THE DIFFERENCES BETWEEN THESE AND TRADITIONAL CLASSROOM INTERACTION WITH RESPECT TO STUDENT ADJUSTMENT AND STUDENT ACHIEVEMENT. AN ATTEMPT WAS MADE TO IMPROVE THE SOPHISTICATION OF EDUCATIONAL RESEARCH INSTRUMENTS. A 2-YEAR TEAM TEACHING PROGRAM INVOLVING AN ENTIRE ELEMENTARY SCHOOL FORMED THE BASIS OF STUDY. CONCLUSIONS WERE THAT SIGNIFICANT DIFFERENCES IN CLASSROOM INTERACTION AND IN STUDENT ACHIEVEMENT EXIST BETWEEN THE TEAM AND SELF-CONTAINED ORGANIZATIONS, BUT NO SIGNIFICANT DIFFERENCES WERE FOUND IN PERSONAL AND SOCIAL ADJUSTMENT, IN TEACHER AWARENESS OF STUDENT CHARACTERISTICS, IN ABSENTEEISM, IN THE FREQUENCY OF DISCIPLINE INFRACTIONS, AND IN CHANGES IN THE SOCIAL STRUCTURE WITHIN THE CLASSES ORGANIZED ON A TEAM-TEACHING BASIS AND THOSE ORGANIZED ON A SELF-CONTAINED BASIS. MAJOR EMPHASIS WAS PLACED ON THE METHODOLOGY OF RESEARCH AND THE ANALYSIS OF DATA. EXTENSIVE TABLES ARE INCLUDED.