This study was conducted in Dade County, Florida, school district that has been involved in the restructuring movement since 1987. In the mid-1980's the district piloted a school-based-management program, aimed, in part at increasing teachers' decisional participation. The sample was chosen from 14 elementary and 2 senior high pilot schools and 14 elementary and 3 senior high non-pilot schools. The final sample consisted of 24 schools (pilot and non-pilot) matched on the basis of organizational level, student body size and percentage of free lunch participants. Through the use of both quantitative and qualitative methods, the study presented a global assessment of teacher decisional participation using a model derived from the restructuring, school effectiveness, and participation literatures. The model directly links teacher decisional participation to several teacher and student outcomes: (1) teacher job satisfaction; (2) choice of instructional techniques; (3) teacher and student attendance; and (4) student achievement and behavior. Data were gathered from survey questionnaires and classroom observations. Dimensions of participation were identified and correlated with outcome variables to determine whether or not differential relationships existed. Four main findings emerged: (1) several dimensions of decisional participation were identified; (2) the dimensions correlated differentially with the outcome variables; (3) teacher decisional participation did not have a statistically significant impact on the quantitative outcomes tested; and (4) qualitative differences in instructional techniques chosen by teachers did not emerge as a result of teachers' participation. An ancillary finding suggested that teachers reported feeling decisionally deprived despite working in a reform district. Four tables complete the document. (LL)