This paper presents findings of a study that examined leadership among staff members in a suburban Cincinnati (Ohio) junior/senior high school that was undergoing school restructuring. The research examined principal-staff communication, with a focus on the staff decision-making role. The school was participating in both the Goodlad Institute of Educational Renewal and the Coalition of Essential Schools. Data were collected through interviews with the design team (eight high school teachers and one principal) and observation of design-team meetings. Two voices emerged in the findings: the voice of the teachers and the voice of the administrator. The teachers responded primarily with silent resistance. The design-team members lacked a vision of the school's future direction, did not understand their leadership roles and responsibilities, and were unaware of the voices of other members of the school community. The principal had a clear sense of both vision and purpose. It is recommended that the principal develop a greater sense of community by enlarging the conversation and including the voices of all school-community members. The school vision must be shared and staff goals understood by all. (LMI)