Findings of a study that examined how information is used in schools that have adopted shared decision-making practices are presented in this paper. The study focused on how first- and second-year principals access, use, and value various kinds of information. A total of 24 out of 29 Louisiana LEAD schools responded to a questionnaire, an approximate 83 percent return rate. Respondents included 22 principals and 134 teachers from 12 elementary schools, 4 middle schools, and 8 high schools. Findings demonstrate empirical support for a positive relationship between shared decision making and the valuing of information. In schools where teachers reported high levels of involvement, shared decision making involved greater use of external information. Teachers who did not report high levels of involvement perceived the shared decision-making process as time-consuming and tended to rely on group experiences for decision-making information. It is suggested that beginning principals utilize university facilitators, acquire training in the use of informed decision-making processes, and act as information providers. Two figures and four tables are included. (Contains 15 references.) (LMI)