The author explored the possibilities and challenges of team support systems in Japanese schools by analyzing practices in U.S. schools. The records of the school-based team support systems of five public schools in California, visited in November 2022, were analyzed. Key findings of the analysis included: (a) administrators in the visited schools actively participated in regular coordination committee meetings, which promoted effective management and collaboration; and (b) a variety of professional support staff, including school psychologists (SP), school counselors (SC), Teacher on Special Assignment (TOSA) and school social workers (SSW), worked closely together to provide comprehensive support for students. Four points for enhancing team support in Japanese schools were suggested: (a) principals and administrators clearly present administrative goals based on the school needs to school staff; (b) principals and administrators proactively participate in team support meetings or in committees related to psychoeducational services; (c) specialists, such as SC and SSW, initiate and facilitate collaboration between teachers and administrators, as well as actively participate in the discussion of support for all students in Tier 1 strategic meetings; and (d) teachers, SC, and SSW collaborate to establish and implement a school-based team support system (e.g., Positive Behavioral Interventions and Support: PBIS).