Is the power relationship between public school teachers and principals a win-win situation or a zero-sum game? By applying hierarchical linear modeling to the 1999-2000 nationally representative Schools and Staffing Survey data, we found that both the win-win and zero-sum-game theories had empirical evidence. The decision-making areas characterized by the win-win theory are much more than those characterized by the zero-sum-game theory. The practice of win-win is more prevalent at the elementary than at the secondary level. Whether it is win-win or zero-sum depends on the decision-making areas and the school level. Theoretical and practical implications of the findings are discussed. (Contains 3 tables, 1 figure and 1 note.)