Amidst the academe, the definition of "team teaching" varies greatly from context to form. In addition, the definition seems to change with the passing of time, hence, give grounds to the existence of its diversity and complexity. This study suggested that in defining "team teaching", flexibility should be taken into consideration together with a broad concept in mind. Similarly team teaching should involve" two or more staffs", "teaching affairs", and "collaborative works". This study utilized the following dimensions: 1. willingness to cooperate, 2. relative status of team teaching staffs, 3. stability of role played by faculties, 4. strategy used on the division of labor, 5. course/area content, 6. relative status of subject, 7. implementation of ordinary level, 8. range of class, and 9. range of popularizing; these made up the 22 types of team teaching. The results shall provide schools and government some information and insights on the different types of team teachings, and overcome their previous notion. They will increase the feasibility of team teaching.