The purpose of this study was to determine the distribution of interdisciplinary team organization in Virginia high schools, to identify common elements of implementation, to assess the importance of those elements as perceived by team members, and to assess the relationship of these factors to school demographics. In this study, an interdisciplinary team was two or more teachers of different disciplines (one of which is a core subject), who share the same students and have a common planning period.

A stratified sampling was used to select 123 Virginia high schools of which 67 consented to participate in the study. All core subject teachers in each school were surveyed. The survey used Erb and Doda's (1989) model of four hierarchical developmental areas of interdisciplinary team organization as the research base.