Despite evidence supporting the importance of school climate, little is known about how practitioners understand and use data from climate surveys to guide schoolwide improvement. The expanded use of school climate surveys underscores the importance of understanding how schools and districts are utilizing this evidence both to drive improvement and to simultaneously evaluate and hold schools accountable. This information is critical to ensuring that policymakers, states, and districts establish appropriate expectations and allocate adequate resources for the data's use in practice. This report explores how schools in Chicago Public Schools (CPS) understand and utilize data from one climate survey, the "5Essentials" Survey, in the context of CPS improvement efforts and accountability policies. Of the more than 50 existing school climate surveys, one of the few with extensive validation is the "5Essentials" Survey. Developed more than twenty years ago by researchers at the UChicago Consortium on School Research (UChicago Consortium), the "5Essentials" Survey is a comprehensive, evidence-based system designed to drive improvement in schools through the identification of strengths and needs associated with five critical domains of school organization. This report encompasses findings from a year-long qualitative study examining the processes and outcomes of practitioners' engagement with the "5Essentials" Survey in the context of school improvement. The study addresses two primary research questions: (1) How do schools understand and utilize data from the "5Essentials" Survey in the context of improvement efforts? and (2) What factors facilitate or impede schools' engagement with their "5Essentials" results? It is hoped that findings from this report will provide helpful information for policymakers, districts, and state and local education agencies considering the use of school climate surveys in accountability, reporting, and/or improvement.