This study had three purposes: to observe the formation and development of a teacher workgroup over the course of an academic year; to explore the connections between a teacher workgroup and the organization which supported it; and to determine the relationship between the organizational support given to the school, which was undergoing a massive restructuring program, and the dynamics of the change process. The teacher workgroup consisted of the four teachers in the theatre arts department at an urban southwestern magnet high school. Qualitative case study methodology was used to collect data. Results of the study indicate that the drama teachers did not become a cohesive workgroup during the 1990-91 school year under study. The primary reason appears to be that they were not thought of as a team, nor were attempts made to create a team. An examination of events that were instrumental in formation of the group suggests reasons why the members of the workgroup failed to coalesce as a team. The analysis is made within the theoretical framework of five evolutionary phases of group development: orientation, dissatisfaction, resolution, production, and termination. In addition, four factors stemming directly from the organization of the school itself seemed to have been instrumental in preventing the group from developing effectively. The factors were as follows: no attention to building a team; no clear establishment of limits of the team's authority and responsibility; no training or support; and unproductive leadership intervention. (IAH)