This study was conducted to determine how reform at the middle school level translates into classroom practice within the framework of innovation and decision-making. A set of field notes was developed through formal and informal interviews with the building principal and two interdisciplinary teams of teachers (N=11) who had moved away from traditional curriculum and instruction in favor of a more integrated, active approach. Data were also gathered from school, team, and classroom observations, school documents, curriculum guides, and unit plans. Findings indicated that teams negotiated decisions and accommodated personal preferences in a culture of trust, collegiality, and support. Findings also indicated that open communication and a high level of shared commitment characterized decision-making; that the support of the building principal was a major factor in the team's ability to waiver from district prescribed curriculum; and that individual team members were acknowledged for the leadership they provided in facilitating change. The interdisciplinary team in a middle school was identified as an important intermediary link between school level reform and changes in classroom practice. A summary of the type and date of each contact, the formal interview protocol, and a bibliography of school documents are appended. (LL)