This paper presents findings of a case study that explored the micropolitical strategies used by a principal to influence teachers in a school-based decision making context. The selected suburban school was located in the south-central area of Texas and had utilized school-based management for five months. The principal was recommended as effective in facilitating participative decision making. Data were collected through extensive interviews and participant observation. Findings indicate that the principal influenced teachers through the manipulation of teacher suggestions, the use of voting techniques, the planting of information, the exchange of principal favor and support for desired teacher behaviors, and the use of expert knowledge. This paper hopes to contribute to an understanding of the political nature of principal-teacher relationships, and to address other educational administration issues, such as professional role expectations, role transitions, and role strain. Contains 42 references. (LMI)