Prior research has found the transition to high school to be a critical time for ninth-grade students. This mixed-methodology study investigated the experiences of a school-based team that provided programming and various support to ninth-grade students using the teaming model. The study utilized the following methods: 1) interviews, 2) historical data, 3) field observation, and 4) survey. No statistically significant increases or decreases in the attendance and credits earned collectively were found, however it did reveal successful practices, processes, and activities (i.e., conferences with students and tutoring). Evidence of team challenges and resolutions demonstrated all team members committed and working together for the good of the students which resulted in mutual respect, genuine unity of purpose, and collective teacher efficacy.