This paper presents findings of a study that examined teachers' perceptions of opportunities for and their willingness to participate in decision making regarding program evaluation. Questionnaires were mailed to a random sample of 477 K-12 teachers in the New York public school system, eliciting an unspecified number of responses. Overall, teachers indicated that they had limited involvement in program evaluation, but would like to be more involved, especially in decisions related to evaluation design and use. Teachers perceived the most opportunity for involvement in program evaluation to be in developing plans for implementation; they identified the lowest area of opportunity as deciding what information should be directed to various audiences. Decisions that involved making recommendations constituted the most preferred area of involvement; the least preferred was identification of constraints on the evaluation. An implication is that evaluators should recognize that teachers feel disenfranchised from the evaluation process and that efforts to include teachers in decision making should be developed and encouraged. Two tables are included. (LMI)