This research used three groups in a quasi-experimental approach to assess the combined impact of teacher teaming and computer technology on student grade point averages (GPAs). Ninth-grade students' academic achievement in each of four different subject areas (algebra, biology, world cultures, and English) was studied. Two separate treatments were investigated. The first treatment exposed one group of students to a teacher-teamed approach for these subjects using a four-period block schedule. The second treatment exposed another group of students to a combination of the same teacher-teamed approach combined with significantly improved access to computer and telecommunications technology in the school and at the participating teachers' and students' homes. A control group received the standard curriculum for these four subjects without any special accommodations for either teacher teaming or technology access. Results showed that students in the team taught group achieved higher GPAs than either the traditional school group or the group having both teacher teams and computer technology. Interviews with participating teachers uncovered impediments to the application of the computer technology. Two tables show mean excused/unexcused absences and mean grades for each subject area. Contains 25 references. (AEF)