In the literature, site-based management was defined as authority for decisions on programs is in the hands of those who are directly affected and it involves all stakeholders (students, parents, teachers, principal, superintendent, Board of Education, and community members). It is not seen as a means to an end, but as an on-going process to encourage growth in a school's programs and curriculum to promote and improve student achievement. Research has not been abundant on the effects of student improvement. However, research has indicated that a sense of professional fulfillment from teachers has highly contributed to improved school culture, climate, and collegiality. What clearly emerged from the research was that the elements of successful site-based management programs must: (1) concentrate on improving student achievement; (2) be systemic; (3) have autonomy at the local site; (4) have a high level of involvement from all stakeholders; (5) have clear alignment of the vision and goals to the given academic standards; (6) have the power to make meaningful decisions; and (7) have a prevalent culture of shared-decision making at the site. Components that should be in place when planning and implementing site-based management and some pitfalls of which to be aware are listed in this paper. (Contains 4 online resources.)