To test conclusions of previous investigations about the influence of team teaching upon task interdependence among elementary school teachers, University of Oregon researchers took measures in 14 elementary schools in six eastern states before and after installation of a multiunit instructional organization. Based upon research at Stanford University and the University of Oregon, assumptions were that staff restructuring into organized work teams would create task interdependencies among otherwise independent and isolated teachers, shift the locus of control over microeducational policy to small collegial groups, and enhance teachers' sense of work autonomy and job satisfaction. Thirteen other schools generally matched by district served as controls. Measures of decision making structures, instructional organization, faculty communication, teacher sentiments, and a variety of other attributes of the schools and their staffs were repeated at 6-month intervals from the spring of 1974 through the spring of 1976. Results indicate that change in schools' structure increases the incidence of collaborative teaching and collegiality of the decision making system, but have no dependable effect on sentiments of job satisfaction or work autonomy. Examination suggests that emergent team teaching arrangements in multiunit schools are insufficiently enduring to jeopardize teacher discretion and that increased collegiality rarely implies a radical power redistribution in the school's governance system. Tables of data appear throughout the report; three reference pages are appended. (CJH)