This longitudinal study examined elementary teachers' perceptions of the collaborative planning and decision-making process and their role in it. Nine teachers participated in grade- level teaming. Teachers ranged in experience from 1-9 years, with 3 teachers new to the team and 5 in their first or second year of teaching. Participants completed interviews regarding their definitions and perceptions of: team teaching, team functioning, teacher roles in shared decision making, and the evolving roles of team members due to personnel changes. Teachers were observed during team planning meetings. Most agreed on a definition of teaming. The group was very diverse, with many strong personalities. Team members varied in perceptions of and reactions to teaming. The four team veterans formed two subgroups. Two considered the most important benefit of teaming to be sharing ideas and getting new teaching materials and activities, and two had two very divergent opinions. The two experienced novices were still seeking their roles but identified with a subgroup. The three outside veterans brought their experiences on other teams to bear and did not align with subgroups, instead seeking their own role and working for improved functioning on the team. Teachers differed in their views of changes on the team. (Contains 20 references.) (SM)