This study examined the contribution of a Decision Support System (DSS) to minimizing differences between the educational decisions of 310 teachers who were classified, according to the teaching skill categories of the NBPTS, as excellent, mediate, or poor. The teachers were asked to analyze the same educational dilemma, once intuitively and a second time by means of a systematic computer-assisted procedure. The intuitive decisions of the poor and mediate teachers differed significantly from those of the best group. Formulation of decisions with DSS assistance reduced the disparity between the decisions of the competent and of the poor teachers. The article discusses the options and limitations of DSS use in schools and the possibility of employing other means for promoting a systematic approach to decision-making in educational systems. (Contains 1 figure, 1 table, and appendices entitled "Preparing the Research Instrument" and "The Educational Dilemma.")