Over the last three years, there have been changes in education such a curriculum, culture, and purpose that has encouraged educators to become more collaborative and modify traditional classroom method of one educator working in isolation to a more team-teaching process. The purpose of this study was to investigate the experiences of teachers during the first few years of designing and implementing a team-teaching method in a middle school using cross-curriculum, collaboration, and technology. This narrative inquiry of team-teaching provides a guide for educators to implement the team-teaching method at the middle school level and gain a better understanding of what teachers experience when implementing a new system of teaching. The researcher interviewed four participating teachers with team-teaching experience at the middle school level. Teachers involved in study taught at a small charter school in western Colorado and used the team-teaching method in grades six, seven, and eight. These interviews showed that educator's ability to collaborate and work closely with other educators daily, changed their perception of retention and the way in which they looked at the education system. Further research, using personal interviews and visiting other schools implementing the team-teaching method can help develop a more in depth investigate educators' perception of retention. This study can be used as a road map for those looking to make a change with middle school educator. Also, a better understanding of the team-teaching method can be explored in more detail through this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]