This study examines the perceptions of teachers in one school as they implemented shared decision making (SDM) over a period of over 2 years. Data from 100 interviews with 54 respondents including teachers, administrators, and other staff are analyzed. The changes the teachers experienced are examined at varying levels of SDM involvement from a symbolic interactionist perspective. Data indicated that teachers assumed new responsibilities through SDM. All teachers participated in the curriculum revision process, and many took part in faculty hiring. Faculty members elected to the SDM Council assumed a number of responsibilities associated with their roles as SDM representatives, but only a few Council members took responsibility for communicating effectively with grade-level colleagues. The breakdown in communication between the Council and the rest of the faculty and staff meant that almost all SDM responsibilities fell to Council members only. Some teachers did not perceive that they had the right to express their views and concerns. A number of participants felt that they had gained confidence from their involvement in SDM. Teachers' relationships with administrators changed only when administrators communicated clearly that SDM altered traditional governance. (Contains 26 references.) (JDD)