School facilities directly affect teaching and learning. Poor conditions make it more difficult for teachers to deliver an adequate education to their students, adversely affect teachers' health, and increase the likelihood that teachers will leave their school. This study documented how teachers in Chicago and Washington, DC rated their working conditions and perceived those conditions affected their job performance and teaching effectiveness. Teachers evaluated their surroundings (e.g., degree of overcrowding, availability and adequacy of specialized facilities, and physiological factors). They reported facing daily problems with their buildings. Significant numbers were dissatisfied with their facilities. Teachers noted the inadequacy or lack science, music, and art classrooms. Significant numbers rated physical education and recreational facilities as not very or not at all adequate. Over 40 percent of teachers considered their classrooms the wrong size for the type of education they delivered. Over 25 percent had taught in non-classroom spaces. About one-third of teachers had little or no teacher workspace. Most teachers reported fair or poor indoor air quality. Significant numbers noted poor thermal comfort, poor lighting, dirty and inoperable windows, and dirty restrooms. Many teachers felt their classrooms and hallways were so noisy that it affected their ability to teach, and many believed that school conditions affected their career decisions. (SM)