A historical case study from a 6-8 middle school in the coal region of Northeastern Pennsylvania was conducted to examine the extent of teacher collaboration before and after the implementation of the teaming concept as well as the construction of a new middle school. The study was triangulated through the use of multiple data points including five interviews of teachers that were at the school before and after the implementation of teaming and before and after new school construction, twenty four teacher questionnaires, three interviews with principals that were at the school between 2002-2010, various documents such as blueprints of the new school, archival records such as the middle school's improvement plan, and direct observations of current teacher collaboration practices were also conducted. Data analyzed teachers' positive and negative reactions to the implementation of teaming and their reactions to the construction of a new middle school conducive to the teaming concept. The results of the study showed that the school was functioning at a higher level of teacher collaboration after teaming implementation. In addition, it was determined that teaming implementation had a greater impact on teacher collaboration than the construction of a new middle school. The researcher made suggestions for the school to promote teacher collaboration at an even higher level that was achieved in the study. One of those listed was better utilization of the architectural accoutrements that were part of the school construction project. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]