The traditional roles of teachers and principals have changed and improved organizational teamwork is fostered by all members of the learning community assuming decision making roles. Toward this end, the purpose of this correlational study was to explore the relationship between teachers' perceptions of the leadership behaviors of secondary school principals in a large urban school district and their perceptions of the level of shared decision making practiced in their schools. Leadership behavior was operationalized by the responses to each of the five practices on the Leadership Practices Inventory [LPI] (Kouzes & Posner, 1997). These behaviors were (a) challenging the process, (b) inspiring a shared vision, (c) enabling others to act, (d) modeling the way, and (e) encouraging the heart. The level of shared decision making was measured by responses to the Shared Educational Decisions Survey-Revised (Ferrara, 1994) in the areas of (a) planning, (b) policy development, (c) curriculum and instruction, (d) student achievement, (e) pupil personnel services, (f) staff development, and (g) budget management. The population for the study was a sample selected from all secondary schools in a large public school system. The sample consisted of 646 participants from 26 schools. The findings should inform the practice of school principals as they create empowering cultures in their schools. Principal preparation institutions must be charged with the task of developing programs that provide experiences which enhance potential leaders' skill to create learning organizations. (Contains 2 tables.)