<![CDATA[Islamic primary schools in Indonesia face growing curricular demands and diverse learning needs, raising questions about the effectiveness of conventional single-teacher classroom management. Yet, despite growing interest in team teaching, its implementation in Islamic primary education remains understudied. Drawing on a qualitative case study at MI Istiqomah Sambas Purbalingga, this article examines how teachers coordinate instructional responsibilities and navigate the challenges of collaborative classroom management. Based on classroom observations, in-depth interviews, and document analysis, the findings suggest that team teaching, particularly the one-teach, one-assist model, helps reduce behavioural disruptions, minimise instructional downtime, and facilitate differentiated learning support. However, these benefits depend on pedagogical alignment, interpersonal coordination, and institutional support for collaborative planning. The study suggests that effective team teaching requires more than the presence of two teachers; it depends on the organisational conditions that sustain meaningful pedagogical collaboration]]>
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