This report examines the role of participative decision-making in education by reviewing significant research on the involvement of teachers in educational policy-making. The discussion attempts to put participative decision-making (PDM) in perspective by highlighting empirical research on how well PDM works and by identifying some of the conditions that determine how well a specific PDM program is likely to work. Based on this analysis, general guidelines are offered to aid school administrators interested in developing PDM programs for their own schools. (Author/JG)