Book excerpt: Purpose of the study. The purpose of this study was to determine the status of the implementation of decentralized decision-making in the public schools of Missouri. In this study, the researcher determined superintendents' perceptions about characteristics, outcomes, strengths, and problems associated with implementing decentralized decision-making. Methodology. The research design included the collection of quantitative and qualitative data to obtain greater understanding and detail about the implementation of decentralized decision-making in Missouri schools. The population for this study was taken from 534 public school districts in Missouri. School districts that were excluded from this study were the 79 K-8 elementary districts and the very large school districts of Kansas City and St. Louis. The sample consisted of the superintendents in 227 school districts. Survey instruments were designed to collect information concerning the suitability of decentralized decision-making characteristics for school organizations, the current level of implementation, and about future plans for implementation. Five research questions were analyzed using descriptive statistics of frequency and percentages. To answer certain of the above questions with a degree of statistical confidence in the answers, two hypotheses were developed for testing. A qualitative study, using descriptive experiences, was conducted of one Missouri school district that reported the utilization of decentralized decision-making for a period of more than two years. Interviews using open-ended questions were conducted with a randomly selected sample which included the assistant superintendent, building principals, and teachers. Findings. (1) The components of decentralized decision-making are being moderately implemented in the school districts of Missouri. (2) The superintendents viewed most components of decentralized decision-making as appropriate to their school districts. (3) Missouri superintendents plan to implement or continue to implement all components of the decentralized decision-making model. (4) Lack of proper training is perceived by administrators and staff as being a major obstacle to successful implementation of decentralized decision-making. (5) Decentralized decision-making has an overall positive effect on relationships among administration, staff, students, and community.