Interaction in the teaching team, team status structure, and teachers' perceptions of the team's decision-making authority were investigated as important dimensions of the team-teaching organization. Relationships between these dimensions and the teacher's sense of his own influence and autonomy are described. Each of 17 teams in six team-teaching schools was observed during six of its planning meetings. The number of times each teacher initiated task-related communication was recorded and totals were averaged to obtain individual participation scores. Teachers also responded to a questionnaire about their perceptions of their own influence and autonomy. Results indicated that interaction in team meetings is related to teachers' perceptions of their own influence and autonomy. The organization of teachers into teams that have decision-making responsibility has implications for the way teachers feel about their own impact on decisions made both within and outside of the teams. Teaching teams do sometimes have balanced, or non-hierarchically differentiated status structures. The degree of balance in team structure is associated with the teacher's perception that he is influential and autonomous. It is possible, therefore, for a task group to have a status structure in which all members participate equally and perceive themselves as having substantial influence over the decisions made. (Author/MBM)