This paper presents findings of a study that explored the link between school reform and classroom practice. Two interdisciplinary teacher teams comprised of a total of 11 teachers were studied at Cross Keys Middle School in Flourissant, Missouri, to understand how school-level reform becomes translated into classroom practice. Data were collected through formal and informal interviews; school, team, and classroom observations; and document analysis. Five a priori categories from an earlier phase of the research were used to discuss the mission, change, decision making, culture, and professional development in the two teams. A shared mission to fit content to students resulted in the development of integrated units that were presented with active instructional strategies in both teams. Both teams moved away from traditional curriculum and instruction in favor of a more integrated, active approach. How the visionary, prestigious, instructional, and positional leaders in the school worked in and through the teams to support innovation and to mediate disruptive school forces provided insight into the conditions necessary for translating school-level reform into altered classroom practice. One figure and one table are included. Appendices contain a summary of the Carnegie recommendations for middle-school development, a summary of contacts, the formal interview protocol, and a bibliography of documents. (LMI)