This paper reports on the results of an initiative taken by Paterson Public Schools (New Jersey), an urban school district with approximately 24,000 students, to restructure its Title I elementary program. The effort involves engaging Title I and regular classroom teachers in a collaborative teaching model as an alternative to the traditional "pull-out" program. Teacher attitudes and perceptions of the impact of the model were studied through focus groups and surveys. The model comprises four major components: (1) management of instruction; (2) cognitive coaching; (3) pedagogy that calls for cooperation and copresentations; and (4) assessment. Focus group interviews were conducted with 14 teachers and surveys were completed by 125 teachers in the first year and 154 in the second year. First year results indicate that teachers with less experience seemed more willing to experiment with the model, and that the more intensive the involvement of the staff in model implementation, the more favorable their perceptions of its goals. Focus group discussions pointed out the importance of teacher training for model implementation. The second year survey results show improved perceptions of the model's effectiveness in all categories evaluated and improved perceptions of the model's impact. (Contains 10 references.) (SLD)