Findings of a study that examined the effect of school restructuring, particularly increased teacher participative decision-making, on classroom teaching practices are presented in this paper. Data were derived from: (1) classroom observations of 33 elementary and senior high schools, which matched pilot with nonpilot schools, and (2) a questionnaire administered to 1,654 teachers in the 33 schools, which elicited 637 responses, or a 39 percent response rate. A comparison of teaching strategies, student learning activities, and classroom environment of schools with high and low levels of teacher participation suggests that restructuring has not influenced classroom activities despite verbal support from top-level district administrators. Recommendations are made for focusing on teachers' work with their students and devising alternative student assessment methods. One table is included. (23 references) (LMI)