In 2007, under the leadership of Superintendent Walter Rulffes and the Clark County Education Association (CCEA), the Clark County School District (CCSD) conducted a web-based survey of all school-based licensed educators in which they were asked to share their perceptions of the state of teaching and learning conditions in the district. It was the second year in a row in which a survey of this kind was administered, and nearly 9,000 educators (about 48 percent of eligible respondents) completed the survey. The Center for Teaching Quality, a non-profit research-based advocacy organization, has worked closely with the Superintendent's Office and the CCEA to assemble the results and conduct statistical analyses of the relationships between teaching and learning conditions and teacher and student outcomes. This report outlines many important connections revealed by the analyses, provides considerable information upon which policymakers and educators can act, and offers suggestions for more refined future analyses. The survey data and analyses presented herein suggest that the Clark County School District has developed a solid foundation on which to continue to improve teaching and learning conditions that will support teacher retention and increased student achievement. CCSD--the fastest-growing district in the nation (and the fifth-largest)--faces a number of extraordinary challenges as a result of growth in the student population as well as increasing ethnic and linguistic diversity. Extraordinary efforts are yielding solid results for students, and continued efforts to improve teaching and learning conditions will enable more of the district's educators to be successful. Appendices include: (1) Response Rates by School; (2) Teacher Perceptions of Teaching and Learning Conditions, by Career Intent; (3) Perceptions of Teaching and Learning Conditions, by Position; (4) Perceptions of Teaching and Learning Conditions, by School District Region; (5) Methodology;nd (6) Perceptions of Selected Teaching and Learning Conditions: Empowerment Schools, TLC Schools, and Other Schools. (Contains 4 figures, 24 tables and 46 notes.) [This paper was written with Alice Williams.]