The awarding of section twenty-one status to schools is seen as part of the democratisation of education in South Africa. The aim of this study is to determine the impact that the allocation of section-twenty one powers has on the functioning of School Governing Bodies in rural section 21 schools. A case study involving three schools; a moving school, stationary school and a promenading school was conducted. The SGB members in these schools were interviewed to elicit information and get their viewpoints. Non-participatory observation was also conducted to add on the information gathered from the respondents. Other stakeholders involved in education were also interviewed, for instance the Chairperson of the National Association of School Governing Bodies and the Section 21 co-ordinator. It has emerged from the findings of the study that many SGBs are not coping with the allocated functions thrust upon them because of lack of skills and involvement. This results in the bulk of the SGB duties being performed by the principal or educators. / Dissertation (MEd (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted