North Carolina has become a leader in the national movement toward creating new, smaller high schools that can prepare students for the 21st century demands of higher education and the workforce. Governor Easley has established 13 (with 21 additional schools scheduled to open this Fall) Learn and Earn schools to provide students with at least two years of college credit. The New Schools Project is creating or redesigning 75 high schools. The North Carolina Center for 21st Century Skills is allowing business and education leaders to promote a collective vision for dramatically changing high schools across the state. Nowhere is this transformation of high schools more important than in those that have been struggling to provide academic rigor to traditionally underserved students. In hearings held as part of the Leandro rulings, 44 high schools were identified as lacking this rigor. The list was further refined to 19 high-priority schools by the Court in March 2006. Making improvements in these high schools will require a focus on what research has consistently demonstrated matters most in student achievement--teaching quality (e.g., Ferguson, 1991; Sanders and Rivers, 1996). And we know that improving teacher working conditions will be necessary to attract, retain and support teachers in the 44 Turnaround Team high schools. Any plan to address performance in the 44 Turnaround Team high schools must examine and include reforms that make these schools great places to teach and learn. Findings about these schools from the survey and recommendations stemming from them are presented. (Contains 2 tables and 1 footnote.) [This report was produced by the Center for Teaching Quality, formerly known as the Southeast Center for Teaching Quality.]