This case study focuses on a team of middle school teachers in a two-way immersion bilingual education program. The report explores the following questions: How does the organizational structure of the middle school under study promote or impede professional networks among the teachers? What type of teaching-learning practices do these forces promote? What are the feature components of the language, reading, writing, and content area study that make the classrooms under study special places where "high literacy" is taught and learned? These questions are examined by considering three interrelated contexts: teachers as individuals, teachers as members of professional networks, teachers as members of classroom communities. By looking at these three contexts, we can consider the multiple voices that influence teachers' practices. The study also illustrates how the organizational structure of a middle school can promote collegial relationships among bilingual and mainstream teachers, which affect these teachers' practices. (Contains 28 references.) (Author/KFT)