The purpose of this study was to observe and describe the functions, processes, and dynamics of group decision-making in the Instructional Improvement Committee (IIC) of multiunit Individually Guided Education (IGE) elementary schools. Data for the study were collected through interviews, questionnaires, and observations at eight established IGE schools of diverse location, socioeconomic level, and ethnic composition. Data were analyzed by schools and across schools according to the responses of the staff and based on field notes and observations. Among the study's major findings were the following: 1) the membership, modes of operation, and functions of the IIC differed considerably from the prototypical multiunit organizational model; 2) the IIC performed crucial functions related to the instruction program in IGE schools; 3) the representation function of the unit leader was widely accepted and, when effective, contributed to the cohesiveness of the IIC; 4) staff members were satisfied with the shared decision-making process of the IIC, although they perceived their influence on decisions as low; and 5) the general failure of schools to have effective Systemwide Program Committees had a negative effect on the IGE program in the schools. (Author/JG)