This study investigates teachers' perceptions of school democracy within a low-stakes accountability context. While previous studies have focused on teachers' perceptions of school climate and citizenship norms, we know less about factors associated with their perceptions of democracy in their schools. Through a multiple regression analysis of survey data, we investigated possible predictors of teachers' perceptions regarding their schools' democratic character within Norway's low-stakes accountability system. In this study, theories on professionalism and educational and democratic leadership serve as an overarching framework. Results suggest a positive relationship between teachers' experience of trust, support, and an inclusive relationship with their principal/leadership team and perceptions of democratic features in their school. Moreover, the higher the importance teachers place on teaching skills and values related to democracy, the more democratic they perceive their schools to be. Finally, findings indicate that education for democracy is embedded in collaboration structures at the school level.