This study took an in-depth look at the collaborative work of teachers engaged in curriculum restructuring, and explored how individual teachers' perceptions inform and are informed by such collaboration. The objective of the study was to explore how teachers' individual knowledge, experiences, and curriculum orientations affected their contributions to team curriculum decisions. A second objective was to extend the research on teaming beyond the current emphasis on organizational and administrative functioning to examine the factors that facilitate collaborative curriculum work. The project was a 1-year case study of the deliberations of a team of three sixth grade teachers. Primary data sources were four semi-structured interviews with each teacher, weekly observations of classrooms, two interviews with the principal, and analysis of relevant documents. Each of the three case studies is described in detail. Findings based on all three cases indicated: (1) a shared vision of curriculum purposes was believed by the teachers to be the key element in determining the success of the team's change efforts; (2) the teachers' personal beliefs and concerns influenced their rationales for the curriculum envisioned by the team and their choices of the means to interpret curriculum intentions; (3) the teachers' individual knowledge influenced the ways in which they interpreted the team's envisioned curriculum; (4) team collaboration was a source of shared knowledge and of joint construction of new knowledge; and (5) the teachers believed that each played a different role on the team and that the diversity contributed to the team's effectiveness. (Contains 21 references.) (ND)