The paper draws on a research project called MATCH (Multi-Agency Team Work in Services for Children). This project examined the effects of the widespread policy shift in the United Kingdom toward multiagency-team work in delivering services for children and their families. The focus of the research was on the implications of multiagency-team work for the involved professionals' practice and the development of professional knowledge. This paper focuses on three major aspects of potential transformation for professionals who are participating in multiagency teams. One aspect is professional learning and information-sharing in teams responsible for a given jurisdiction. A second aspect is understanding the problems that children and families experience, and a third aspect is individual professional identity. Drawing on the experiences of the members of the five multiagency teams included in the analysis, the paper argues that multidisciplinary work with families is a complex and demanding process that can be successfully managed if clear support and guidance are provided. In the work of multiagency teams, professional knowledge boundaries can become blurred, and professional identity can be threatened as roles and responsibilities change. The rapid pace of reform leaves little time for professionals to adjust as teams rush from strategic planning to the implementation of operations. Little time is allowed for joint training. These difficulties, however, have not undermined professional commitment to the value of multidisciplinary teams as the most effective structure for improving services to children and their families. 16 references