High school educators can learn much from the middle school reform movement and apply its strategies to change interdisciplinary teaming and student advocacy programs. Many high schools today still operate with an outdated, impersonal, departmentalized, and factory-model approach to schooling, in which students do not develop a sense of belonging or allegiance. The middle school approach is centered around team teaching, which uses two or more teachers who share students, class periods, planning time during the school day, team development training, and commitment in working with the group of students they share. The benefits of such interdisciplinary learning teams include: (1) a more coherent and relevant curriculum; (2) higher order thinking skills; (3) improved attendance; (4) consistent messages and expectations for students; (5) reduced discipline problems; (6) early and cooperative intervention with at-risk students; (7) greater teacher motivation and satisfaction; (8) reduced failure rate; (9) improved social skills; (10) staff unity and reduced teacher isolation; (11) efficient and increased communication; (12) improved relations with community and local businesses; and (13) improved instruction. The growing movement for high school change suggests that hundreds of high schools around the nation will be using team teaching strategies by the end of the century. While high school interdisciplinary learning teams are not a panacea for the challenges facing high schools, they are a major tool that builds on the successes of middle school education. (Contains 25 references.) (MOK)