This study explored teachers' involvement in decision making processes in instructional leadership teams (ILTs) in three high-poverty high schools. Two factors influenced the extent of teachers' involvement and authority in decision making processes on the team: (1) the design of teachers' roles on the ILT and (2) routines used for agenda setting, facilitation, and discussion in ILT meetings. Although administrators often constrained teachers involvement and influence in decision making processes, study findings suggest that more inclusive approaches to involving teachers in decision making can enhance decision quality and are essential for cultivating teachers' commitment to implementation.