Creighton, Harris and Coleman (2005) suggest that educational leadership instructors introduce aspiring administrators to a sound knowledge base. Currently, engaging in teams is recommended for high performance and problem-solving. Bolton (1999) recommends that instructors coach teams so teaming skills are improved. But, oftentimes, there are team tensions that surface in teams and cause them to fail. The problem for an instructor working with team units is how to reduce team tensions so that students learn from the team experience. To support team development, Aranda, Aranda and Conlon (1998) recommend team members formulate a team contract. They suggest that team contracts can provide a basis of ongoing assessment on whether the team is fulfilling its goals and provide a mechanism to monitor a team's progress. This article describes an exploratory action-research investigation of 24 teams and their contracts in eight graduate courses taught at a private university in New York. An MBA business course (with three teams) was conducted first and served as a benchmark for the seven educational leadership courses (21 teams) that followed. This study may serve as a reference for instructors who want to improve their students' team skills and initiate team learning.