This report describes activities from 1986 through 1990 of the Mastery in Learning Project, which focused on "restructuring the school" and "sharing decision making" at one elementary school in Lewiston, Idaho. Based on need surveys of various constituents of school life (administrators, students, teachers, and parents), a faculty-led movement within the school formed four guidance committees: a Teacher-to-Teacher Committee, a Teacher-to-Administrator Committee, a Teacher-to-Student Committee, and a Teacher-to-Community/Parents Committee. A fifth committee, the Steering Committee had representation from the other four committees and the building principal. From an initial focus on faculty autonomy in shared decision making with administrators, the faculty moved towards democracy and shared decision making within their classrooms, involving students in curriculum decisions, playground arbitration, and other aspects of their school lives. Appendixes include a school statement on shared decision making, a survey for curriculum input, and a faculty inventory and its results. Contains 15 references. (Author/DB)