Sixty-one graduate student teachers (from seven urban, rural, and suburban districts) responded to five questions relating to how they viewed their involvement and importance in making decisions in the operation of their schools. Questions were designed by 14 teachers who met twice for about 2 hours each meeting. This development group believed that most teachers would state that they were not adequately involved because it was believed that administrators and Boards of Education did not make teacher involvement in such questions a priority. Question 1 dealt with the purpose of inservice days; questions 2, 3, and 4 with curricular concerns; and question 5 with teacher knowledge of official channels available to them for their curricular concerns. Results indicated that 95 per cent of teachers did not feel involved, 64 per cent did not know of any gaps in teaching/testing programs, 51 per cent believed that children were not being educated to their full potential and that there were curriculum problems, and 44 per cent indicated no channel or forum for voicing curricular concerns. Overall findings suggested that many teachers are out of the decision making loop, to the detriment of their students. (NAV)