This study investigated the relationship between teachers' perceived levels of empowerment in middle level education interdisciplinary teams and departmentally organized programs. Further, it attempted to determine whether significant differences existed in teachers' perceptions of each of six identified subscales of empowerment (decision-making, professional growth, status, self-efficacy, autonomy, and impact) in each program type. The sample included 309 teachers from 16 middle and junior high schools with 154 members of departmentally organized programs and 155 teachers from interdisciplinary teams participating. The results showed that teachers in interdisciplinary teams perceived themselves to be significantly more empowered than departmentally organized teachers on each of the six dimensions of empowerment. In essence, when teachers work in organizations where norms for collegiality exist and a collaborative work environment is facilitated through the interdisciplinary team approach, teachers experience greater decision-making ability, self-efficacy, and confidence. Similar findings from self-directed teams in business and industry further support these results. (Author)