Findings of a study that examined teachers' perceptions of and experiences in shared-governance schools are presented in this paper. Data were collected from interviews with over 21 teachers and students in 4 schools that are members of the Georgia-based League of Professional Schools, the impetus of which was the Program for School Improvement, or PSI. Findings indicate that participation in PSI resulted in: improved quality and greater frequency of communication; increased teacher participation and paperwork; no increase in parental and student participation; a clarified and unified school philosophy; an indirect impact on classroom instruction through clarification of instructional issues and promotion of teacher collaboration; improved professional-growth opportunities; and a belief in the shared decision-making process. The following recommendations for implementing shared governance are made: (1) attain some degree of cohesion prior to implementation; (2) build in sufficient preparation time; (3) plan ongoing group development; (4) clarify roles and responsibilities; (5) maintain fair representation and accurate reporting; (6) focus on collaboration across all parties; (7) combine easily resolved and long-range goals; (8) design conflict resolution channels; (9) have realistic expectations; (10) maintain a low profile in active decision making; (11) be willing to surrender power; and (12) realize that shared governance is a process for instructional improvement. (Contains 16 references.) (LMI)