The purpose of this study was to identify and describe the current status of successful management teams in Oregon public schools as they exist in 1988, after more than fifteen years of evolution as the preferred management practice. Study Questions asked were: (1) Why was the team management concept implemented? (2) How has the management team evolved? (3) How is the management team organized? (4) How does the management team operate? (5) How are management team members involved in developing, recommending, implementing, and monitoring school district policies and administrative regulations? (6) What are the most important characteristics or elements found as part of successful management teams which are essential to the school district's management team being "successful"? A descriptive, multiple-case study design was used to study the activities of successful management teams within the unique context of their actual school system operations. Three "successful" management teams were selected for case studies by a panel of educational experts, using the following criterion. Which Oregon public school systems represent both: (a) "a successful management team" as endorsed and promoted by the Confederation of Oregon School Administrators and the Oregon School Boards Association, and (b) "a state of the art" model of team management as it is evolving? Separate case studies were conducted and written for each of the three selected management teams. Multiple sources of evidence were collected, using (1) documentation, (2) archival records, (3) interviews and surveys, and (4) direct observations. A cross-case analysis was conducted, resulting in a written description of the similarities among successful management teams in three Oregon public school systems. The conclusions of the study supported the five study propositions: (1) successful management teams implemented the team management concept because it was the preferred method of educational leadership which allowed greater participation by administrators, and resulted in improved decision making; (2) successful management teams have evolved since their original implementation, until they presently represent the unique management needs and resources of the school system; (3) successful management teams are made up of a group of school district administrators consisting of the superintendent and (or representatives of) central staff, principals, and ancillary personnel having supervisory positions; and are structured to allow the maximum, efficient input and participation by that group; (4) successful management teams involve administrators in developing, recommending, implementing, and monitoring school district policies and admlnistrative regulations; and (5) successful management teams have in common certain characteristics or elements which are essential to the management teams being "successful." The following synthesis of the conclusions was developed from a multitude of identified characteristics or elements of successful management teams. Successful management teams: (1) establish and support common goals and direction for the school system; (2) involve all team members in shared decision-making; (3) foster teamwork and team spirit; (4) involve all team members in the policy and administrative regulation activities of the school system; and (5) are designed, organized, and operated in response to the unique requirements of the organization. Recommendations were made to practitioners for the application of the conclusions and identified characteristics or elements of successful management teams. A Management Team Profile instrument was also developed for use in assessing the successfulness of management teams. Suggestions for additional study were made based upon the findings and experience in conducting this study. Replication of this study in large school districts and districts with unsuccessful management teams could provide further insights into what makes management teams "successful."