This paper reports on how teachers and principals in Maine schools perceive current and desired involvement of parents, community members, and students in school decision making. A survey assessed decision making in four basic areas: (1) mission, goals, and objectives; (2) curriculum, from specific learning outcomes to development of curriculum documents; (3) communication as part of procedures to involve staff, students, and community adequately in school issues; and (4) students, including methods of assessing student progress and the program of study requirements. Completed surveys were received from 152 teachers and 223 principals in primarily rural Maine schools. Responses are categorized by teacher or principal, male or female, and grade (K through 5 or 8, 6-8, and 9-12). Results indicate that: (1) teachers and principals perceived little current involvement and desired greater involvement in all decision-making areas; (2) principals would involve students, parents, and community members in decisions related to curriculum content--however, less than 50 percent of teachers would agree; (3) neither principals nor teachers really desired involvement of students, parents, and community members in decisions related to the assessment of curriculum; (4) female principals desired a greater involvement than males; and (5) there was lack of consistency by grade level as to the degree of involvement desired by principals and teachers. Over all educational areas, however, both teachers and principals desired greater involvement of parents, students, and community members than they now perceive as occurring. Contains 16 references. (RAH)