The growth of educational teams in collaborative reform initiatives spurs a need for team assessments to assist in promoting functional team environments, productive team work, and member satisfaction. This study applied a multitrait-multimethod framework (D. Campbell and D. Fiske, 1959) to assess team functioning and team leadership. Four case studies of four middle level interdisciplinary teacher teams illuminate how the multitrait-multimethod framework can be used to assess and then prescribe interventions to enhance team functioning. This paper presents two of four cases. A traits-by-methods (4 x 4) matrix provided a conceptual framework for a comprehensive assessment of each case. Traits were task, relationships, leadership, and motivation/energy. Methods were story-writing, questionnaires, direct observation of team meetings, and leader focus groups using metaphors. The results substantiate that the multitrait-multimethod framework provides convergent, concrete, and useful findings to generate recommendations for team maintenance and improvement. (Contains four tables and seven references.) (Author/SLD)