This qualitative study examined the degree to which a school principal, faculty, and community achieved shared decision making. Through faculty interviews, observations of meetings, and review of the school's documentation of committee structures, the study investigated strengths and weaknesses in the decision-making process. First, participants defined shared decision making. Next, formal and informal structures which were in place to gather teacher input were examined. Participants noted the kinds of decisions that teachers wanted to make and those that they wanted administrators to make. Changes in the decision-making process over time were a focus of inquiry. The study examined how well the current decision-making process was working. Finally, administrators and staff members discussed how to improve the decision-making process. The school did not share a common definition of shared decision making. The way shared decision making was defined by all stakeholders impacted the perception of how well processes were working. Results showed that there is a need to understand the levels of decision making, as well as which decisions will be shared and which ones will not. In this case, the teachers did not want to spend time meeting if they felt that their input was not going to be used. (Contains 24 references.) (SM)