"Citizenship" is currently an area receiving considerable attention in schools. It has been argued that citizenship is best learned through experiencing democratic decision-making rather than through learning about it in the classroom. The article examines the background to moves towards greater pupil involvement in decision-making in schools, then investigates pupil involvement in decision-making in a sample of eight Scottish secondary schools drawn from three local authority areas. The focus is on pupil participation outside the formal curriculum in these schools. The characteristic forms and extent of pupil involvement in decision-making in these schools are examined, and both staff and pupil perceptions are looked at. Differences in staff and pupil perception are scrutinised. Suggestions for ways to increase the level and quality of pupil participation are also put forward. (Contains 2 figures and 2 tables.)