This research endeavor generated seven generalizations regarding selected aspects of interdisciplinary teaming at the middle school level. The generalizations were developed in an effort to understand middle school mathematics, school science, and technology education teachers’ perceptions regarding teaming and interdisciplinary activity development. Four aspects of interdisciplinary teaming were studied. The first aspect examined the three groups’ perceptions regarding how interdisciplinary teaming affects schools. The second aspect explored how the three groups’ perceived interdisciplinary teaming influencing the professional lives of teachers. The third aspect examined how the three groups perceived the inclusion of technology education on interdisciplinary teams. The fourth aspect examined the three groups’ perceptions regarding the formation of interdisciplinary teams comprised of mathematics, school science, and technology education teachers.

The purpose of the study was to provide practitioners and researchers, who have an interest in developing interdisciplinary programs, with information about individuals who have worked as members of interdisciplinary teams. All informants in this study participated in a one day interdisciplinary education workshop in March, 1993 and completed an interdisciplinary activity with a team of fellow teachers.

A total of 41 informants including: 15 mathematics, 11 school science, and 14 technology education teachers completed a semi-structured telephone interview between June 27 and July 20, 1994 or January 16 and 20, 1995. A qualitative inquiry methodology, known as the Grounded Theory, was used to collect, analyze, and present the data. Four research questions and six hypotheses were written to facilitate the research. The researcher used the findings to develop the seven theories.

The findings indicated middle school mathematics, school science, and technology education teachers held similar perceptions regarding selected aspects of interdisciplinary teaming. The three groups shared similar views regarding: (a) the school environment and school principals’ roles in interdisciplinary teaming, (b) how teaming influenced teachers’ perceptions of other school subjects, (c) the inclusion of technology education in interdisciplinary curriculum development, and (d) interdisciplinary teams which included mathematics, school science, and technology education.