Purpose: This article presents findings from a study of six schools in the Together Initiative (TI), which facilitates increased school autonomy from districts and expands teacher decision-making authority. This study aims to understand how TI's theory of action changed structures, cultures, and agency as the concepts of site-based management and expanded teacher decision making were interpreted and implemented by district and school leaders and teachers. Research Design: Data were collected over the first 2 years of the initiative using a concurrent mixed-methods design. Field notes from more than 200 hours of observations and transcripts of 231 semistructured interviews with stakeholders were coded using the constant-comparative method. Findings from qualitative data were triangulated with annual teacher survey findings. Findings: Implementation of TI varied across the six schools and depended greatly on school staffs' existing relationships the district, principal support

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