This paper describes the processes and outcomes experienced by the Marshalltown Community School District (Iowa) as it implemented a shared decision-making, school-improvement program. A district Shared Decision Making (SDM) Team and School Improvement Program (SIP) teams were trained to facilitate greater staff participation in the school-improvement process. Data were obtained through staff surveys conducted in 1991 and 1992 and a Rapporteur Report. Through experience, the district learned the following lessons: (1) The purpose must be clearly articulated and widely known and owned; (2) the purpose must be based on a consciously developed philosophy rooted in shared theory; (3) the need for change must be broadly understood and accepted; and (4) the leaders of stakeholder groups must demonstrate the envisioned change. In addition, implementation of the school-improvement program entailed: (5) significant new investment and commitment to training; (6) voluntary and active participation; (7) changed power sources and relationships; (8) conscious development of partner-customer-supplier relationships; (9) a balance of individual affirmation with collaboration; (10) a focus on process over end results; (11) eradication of communication barriers; (12) data-based assessment; and (13) total, dynamic, and generative participation. (LMI)