Findings from the current study show that new teacher expectations for involvement in school decision-making are not being actualized. Based on feedback from elementary and secondary teachers (n=504) in 87 schools, the results show significant differences between actual and preferred levels of participation in 16 areas of school decision-making. Although their motivation to participate is interpreted as a positive finding, the very high expectations for involvement suggest that new teachers are naive to the realities of school governance. These findings emphasize the need to better equip new teachers for the realities and the challenges of school governance. (Contains 3 tables and 1 note.)