A followup study of 10 prereferral teams within a rural, northwestern state investigated common causes for prereferral teams to be discontinued within schools and examined effective methods being used to maintain the prereferral teams. Prereferral teams assist general educators with academic and behavioral concerns they encounter with their students, thereby reducing referrals to special education services. Each of the prereferral teams studied consisted of 7-9 members, mostly general education teachers. Eight of the 10 teams remained in operation, providing school support as needed. One team was no longer functioning, while another had shifted its focus to monitoring "at-risk" sophomores. Information collected from special education directors and prereferral team members revealed strengths and weaknessess evident in team operations. A rotation system in which team members served for a period of time and then were released from their duties was an effective mechanism for preventing burn-out. Other factors contributing to team success were realization by school personnel of the benefits of prereferral services, multidisciplinary team membership and transdisciplinary operations, and use of a tracking system to provide continuity of effort in the next school year. Results strongly support the provision of formal team training and ongoing support for newly developing prereferral teams. Contains 15 references. (CDS)