With the implementation of site-based decision-making occurring in schools, the extent to which teachers perceive their involvement in decisions on planning, budgeting, curriculum, staffing patterns, staff development, and campus-level organization and the extent to which teachers' views of their involvement in these activities are congruent with the views of principals, is largely unknown. Examined in this study were the views of 288 principals and teachers at high performing schools and low performing schools concerning shared decision-making practices in the areas of: planning; budgeting; curriculum; staffing patterns; staff development; and, organization. Statistically significant differences were present between principals and teachers in all six decision-making areas, with principals viewing teachers as having significantly more involvement in these decisions than was perceived by teachers. Implications of these findings are discussed.