Applying industrial organizational theory to classroom management, the authors examined the organization of a complex bilingual curriculum for the effects of shared authority among students and teachers and the effects of shared decision-making among staff. Using a math-science curriculum called "Finding Out: Descubrimiento," the nine bilingual classrooms, grades two through four, participating in the study tested two hypotheses: (1) the outcome of a complex curriculum will be improved by delegation of authority to students, communication among students, and supportive supervision by teachers; and (2) reciprocal interdependence and reflective decision-making among teachers and aides will improve the use of a complex curriculum. By scoring the rates of selected behaviors of teachers, classrooms, and individual students, the study confirmed the first hypothesis by finding a strong correlation between the delegation of authority to students and the engagement of students in the curriculum. To test the second hypothesis, the nine teaching teams were divided into a control group and groups holding team meetings, in which behaviors were scored for types of interaction and content. The results, though statistically weak, confirm that children taught by staff with training in shared decision-making are generally more engaged in classroom work than other students. (JW)