Children's lives in today's culture are filled with numerous decisions in a pressure-cooker atmosphere of frequently self-destructive peers and overly materialistic, sexually exploitive, and violent media that affect their daily welfare. As a result, too often tragedies result from children's lack of healthy judgment and choices. The case for involving children in decision-making at school and at home is clear and compelling. Participation in decision-making is a powerful component of students' engagement, which contributes to an intrinsic appreciation of and motivation for learning. Research and experience demonstrate that it is in the best interest of children's development to involve them in the processes of decision-making. However, parents and other educators need to establish parameters and know the skills that would make children's involvement in decision-making meaningful, manageable, and responsible so as to foster an emotionally and physically healthy sense of independence. The application of the parameters for involvement in healthy decision-making and skills enables educators and parents to take two important next steps with their students and children. The first is to identify what types of decisions will reasonably be made by the adults, by the child or children, and, when in doubt, the process to be used to determine by whom and/or how a decision will be reached. The second step is to select the most appropriate method of involving children in making a particular decision. The authors present four decision-making methods adapted from a model developed by the National Outdoor Leadership Schools: (1) directive decision-making; (2) consultative/instructional; (3) independent; and (4) consensus.