The rationale and philosophy for multidisciplinary activities by school psychologists and educators are presented with an emphasis on the acquisition of information on the social context of children's behavior and needs. Multidisciplinary training teams (MDTT) established over an eight-year period in elementary schools in Nashville, Kentucky, are described in terms of: (1) mobilizing parent involvement in all school activities; (2) assessing problem areas and issues; and (3) developing intervention programs as part of the existing structure of the school/community. The activities of the MDTT teams which consisted of graduate and post-graduate students representing nine areas of specialization training are detailed, along with the transactional intervention approach which involved mutual problem definition and resolution by school/community personnel. The problems with MDTT in the areas of engaging school personnel in meaningful relationships and the initial periods of lack of productivity are also examined. (Author/KMF)