This report presents findings from a study of school-based instructional decision making (SBIDM) and the regional staff development centers for SBIDM in Maryland. Data were collected through interviews, focus groups, and a group process adapted from storyboarding. Informants included school-improvement teams, principals, other faculty in seven schools, regional center steering committees, and assistant superintendents. Findings indicate that SBIDM was well under way in the regional centers' service area. Teams worked collaboratively to reach decisions, used consensus-building techniques, produced improvement plans, and generally implemented their plans. Participants reported that they and their schools had gained significant benefits from SBIDM. Most of the benefits were related to the cooperative planning process. Although informants perceived the program as beneficial, they said they needed increased involvement from parents, teachers, and students; more time, money, staff, training, and ideas; changes in the school system and state policies, changes in SBIDM procedures within schools; and more data and understanding about change. Finally, respondents reported that the program provided high-quality consultants, materials, and resources; increased their awareness and knowledge about SBIDM and school reform, contributed to the implementation of SBIDM and school improvement efforts; and enhanced the capacity of school systems to support school improvement. Contains 11 tables and 4 references. (LMI)