This paper shows how, in two suburban high schools, Cherry Glen and Pinehill, teachers' work control interacted with normative and social integration in their effect upon teachers' engagement with their work. In each school, a two-person team initially observed, and later interviewed, eight teachers in English, math, foreign language, social studies, and science departments. The core sample of 16 teachers' interviews was supplemented by classroom observations, as well as additional short interviews with 10 other teachers or counselors at each school. After an initial review of the literature on teacher engagement, a brief account of the methodology, and contrasts between the school district communities and teachers, an extended discussion ensues of findings from each school. The first general topic is normative and social integration of teachers, which includes such topics as participation, curriculum adherence, teacher camaraderie, technical updating, content/skills focus, and professional engagement. The second topic is the teachers' work control, which includes control of instruction and control of intrinsic rewards of teaching. (In the section on Pinehill School, gender-related differences in teacher engagement and control are also extensively discussed.) The final part of each section discusses the relationship between normative and social integration, work control, and professional engagement. The findings of this paper do not support reform proposals that would call for using universal increases in either work control or social integration as levers to increase teachers' engagement in all schools. They do, however, support reforms that take into account the complexities of actual school relationships. A bibliography of 52 items is included. (TE)