Is the work of democracy too hard for schools to implement? This paper presents findings of a study that examined the dialectical relationship between the espoused values of democracy in schools and the actual practice of equity and inclusion in site-based decision making. Specifically, it examines the lived experience of the people inside schools who experience participation or lack of participation. The two schools participating in the case study were part of a nine-site network in Oregon, dedicated to school restructuring. Methodology involved document analysis, videotaped interviews with principals and teachers, interviews with principals and site-team chairs, a demographic survey of all staff, and a schoolwide sociogram analysis. Four understandings about democratic praxis emerged: (1) the conscious construction of democratic values in schools does contribute to increased democratic practices in schools; (2) democracy is extraordinarily hard work; (3) democratic praxis can be attained, but only if educators recognize that changes in language/ideas do not change peoples' fundamental values; and (4) democratic praxis in schools can succeed only if the dialogue attends to issues of access, status, and hierarchy. To sustain democratic praxis, educators must understand and integrate the following concepts--the social construction of democratic practices in schools, micropolitical behaviors, a systems perspective, and metacognition. Eight figures and five tables are included. (LMI)