The purposes of this study were to investigate the integration of technology into team teaching on secondary science teachers’ pedagogical content knowledge, to assess students’ perception towards the change of teacher’s teaching method , and finally to assess the advantages and limit regarding the implementation of technology integrating into team teaching. The study implemented on 36 9th graders in the researcher’s earth science class from September in 2007 to January in 2008. Both qualitative and quantitative research methods were used in the study. The qualitative data included: the video taping on teaching activities, the record of the interviews and feedback from students, the reflective journals and discussions between teachers. The collection of the quantitative data included pre and post of “The Students’ Perceptions of Teacher’s Knowledge (SPOTK)”. Data analysis included descriptive statistics and t-tests analysis. The results of this study showed that researcher’s original pedagogical content teaching is unitary, and the highest score was in subject-matter knowledge(M=37.50,SD=4.109), the second high score was in knowledge of how to assess students’ understanding(M=35.72,SD=4.903), the third high score was in representational repertoire(M=35.11,SD=4.915), the lowest score was in instructional repertoire (M=32.39,SD=4.364), the mobility was small, but through the two-time changing of team teaching, the students’ perceptions toward the teacher’s teaching were: 1. In instructional repertoire: The teacher could use different teaching activities to promote students’ studying interest, and used more models to understand science concept, and to use interesting teaching method for different units, but seldom use group teaching in teaching activities. 2. In representational repertoire: The teacher often used the animation and demonstrations, the appropriate illustrations and charts, and related events to explain scientific concept. 3. In subject-matter knowledge: The teacher could understand the questions and answers from students, and know the relationship between science and technology. 4. In knowledge of how to assess students’ understanding: The teacher could estimate students’ understanding for teaching unit, and seldom used the examination to test the students’ degrees of understanding. The advantages of integrating technology into the process of team teaching were listed as followings： 1. Multimedia animation can improve student’s academic achievement, so that students learn more knowledge and. 2. Multimedia animation helps to teach abstract concepts, multimedia animation can be specific to enable students to better understand the problem. 3. The integration of technology into team teaching completes the teaching, and offers students more learning opportunities. 4. Integrating technology into team teaching enriches the teaching content and enables mutual learning and teacher’s professional growth. 5. The integration of technology into team teaching could stimulate teachers group interaction and their specialty complementary. 6. Integration of technology could instruct students efficiently and enable students to solve the problem in the classroom immediately. Four difficulties were found: 1. Information environment to should be improved. 2. Class preparation time is too long 3. A lack of information. 4. Teaching module selection problem. Besides, the study also found that integration of technology into team teaching is not difficult and imagine: 1. In inadequate capacity of technology: The researcher and team teacher maintain a comfortable and cooperative atmosphere. 2. In technology ability not enough aspect: Request the team teacher participation, and promote the ability of technology. 3. In the assistance of administration aspect: It needs to report to school in advance, and has no difficult occurring on the teaching. 4. In the problem of time shortage: Increasing the time of prepare curriculum and saves time; we need to handle the tutor's class to increase the chance of the curriculum arrangement and student's orientation. It is helpful to class management and saves the time to keep order. 5. In entrance examination: Students could accept and keep positive attitude, and thought their academic achievement considerable has .improved.