This North Carolina edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. North Carolina has an overall "Yearbook" grade of D+ for 2009. North Carolina's major policy strengths include: (1) Encourages districts to compensate teachers for related prior work experience, earning the state a "best practice" designation; (2) Requires induction for all new teachers; and (3) Requires basic skills testing for admission into undergraduate teacher preparation programs. North Carolina's major policy weaknesses include: (1) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (2) Lacks an efficient termination process for ineffective teachers; (3) Offers a disingenuous alternate route; and (4) Does not ensure elementary teachers are well prepared to teach reading or mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]