Part of the Stanford Center for Opportunity Policy in Education (SCOPE) research series titled "Time Matters: Teacher Collaboration for Learning and Leading," the cross-case study and this accompanying research brief were gathered as part of a larger study of four public schools across the United States that organized teacher time and work in innovative ways. The study examined four U.S. schools that organize and structure teacher time and work so that teachers are encouraged to collaborate with one another in their efforts to enrich teaching and learning: (1) Hillsdale High School in San Mateo, California; (2) International High School at LaGuardia Community College in Queens, New York; (3) Pagosa Springs Elementary School (K-4th grade) in Pagosa Springs, Colorado; and (4) Santa Monica Alternative Schoolhouse (SMASH) (K-8th grade) in Santa Monica, California. The study is designed to help both practitioners and policymakers understand the teaching and learning implications of structuring time differently in schools and provides detailed accounts of how time is organized within budget and schedule constraints. In addition, the study illustrates how these uses of time relate to a range of educational outcomes, from building more successful curriculum to supporting teacher learning and development to facilitating deeper, more meaningful learning opportunities for students. This research brief discusses the findings from the cross-case study. [For the full report, see ED591145.]