This study attempted to determine the actual and preferred decision-making levels of teachers and principals in schools. Subjects included approximately 30 principals and 675 teachers from elementary and secondary schools in a large suburban school district in Vancouver, British Columbia. Subjects completed a questionnaire on decision-making in their schools. Among the findings to emerge from the study was that both elementary and secondary teachers desired more decision-making in schools. Principals and assistant principals were identified as making more decisions that any other group and were on the whole satisfied with their levels of decision-making. Teachers believe that principals' involvement in decision-making is larger than principals perceive it to be, and, conversely, principals believe teachers to have more involvement in decision-making than teachers believe they have. This study confirms the results of earlier studies that showed that preferred levels of teacher participation in decision-making are greater than actual levels of decision-making. It also confirmed earlier findings that teachers' desire for participation in school decision-making varies with the decisional area. The study suggests that more collegial decision-making systems in schools will produce greater teacher satisfaction and organizational productivity. (Author/JM)