This study examined 69 sheltered classes and 26 co-taught classes established in 10 New Instructional Model secondary schools in Philadelphia (Pennsylvania) in the 1990-91 school year. Focus is on the following topics: (1) the extent to which sheltered and co-taught classes are operational at each of the schools; (2) the type and quality of staff development offered to teachers of these classes; and (3) the extent to which teachers of co-taught and sheltered classes diversified their instructional strategies to meet the needs of Limited English Proficiency (LEP) Asian students. The study collected data through teacher workshop evaluation feedback and an in-depth study using observations and interviews of 44 teachers. The evaluation feedback indicates that teachers want more help. The in-depth study shows that most teachers in the sample make language modifications and modifications in materials to meet the needs of LEP students; however, few teachers use visual aids or engage student in hands-on activities. Results demonstrate mixed satisfaction among the team teachers. Teachers report that most students receive passing grades, although high school teachers report student difficulty with reading comprehension, lack of vocabulary knowledge, and inexperience with the concepts taught. Included are two tables. Statistical data for 10 schools are tabulated in one appendix. (JB)