A study sought to determine whether differences in opinion exist between school administration and teachers in six New Mexico school districts concerning (1) the degree of importance they attribute to certain areas of school policy formulation and decision making, (2) school policy areas which should involve teachers, and (3) methods teachers should employ to obtain their goals. Officers of NEA and AFT affiliates, along with school board members and higher echelon administrators, were given a three-part questionnaire. The responses were analyzed for significant differences by one-way analysis of variance. Results show salient differences in opinion between teachers and administrators regarding the importance of policies to determine teacher workloads, select instructional materials, evaluate buildings and facilities, determine extra duties for teachers, and plan staff meetings. Disagreement existed over whether teachers should be involved in determining qualifications for administrators, size of administrative staffs, promotion and retention of administrators, promotion and retention of instructional staff, and professional leave practices. Disagreement was also expressed over methods teachers should use to obtain their goals. Samples of the data collection instrument and statistical analyses tables are appended. (TT)