Since 2002, North Carolina, under the leadership of Governor Mike Easley and the North Carolina Professional Teaching Standards Commission, has worked to improve understanding of a critical factor in student learning and teacher retention: the conditions under which teachers work. In 2006, 66 percent (more than 75,000) school-based licensed educators responded to the North Carolina Teacher Working Conditions Survey. More than 85 percent of the state's schools (1,985) reached the minimum response rate (40 percent) necessary to have valid data, providing information needed to gauge the successes and areas of concerns in their own schools and communities. Several trends can be discerned from the survey data: (1) Teacher working conditions in North Carolina have improved and conditions are better than in other states; (2) Teacher working conditions have an impact on teacher turnover; (3) Teachers and administrators view working conditions differently; (4) Teachers, particularly elementary educators, want more planning and collaborative time; (5) Teachers are positive about the facilities and resources available; (6) Teachers do not feel centrally involved in decision making; (7) Teachers are positive about leadership's ability to communicate, but want more support in addressing working conditions; (8) Teachers were positive about the professional development they received, but did not receive what they needed most; and (9) New teachers are generally positive about mentoring received, but many educators do not appear to be receiving any support. (Contains 11 tables, 3 figures, and 2 endnotes.) [This report was produced with the assistance of Keri Church and Ed Fuller.]