This study sought to determine the experience, concerns, and insights of 302 current and former State Teachers of the Year as they relate to educational and professional reform. A secondary objective was to determine whether these teachers, categorized on the basis of background variables, differ in their perceptions of educational and professional reform. Respondents were asked to rate their level of support for 21 reform proposals on a scale ranging from strongly agree to strongly disagree. Frequency statistics revealed various levels of support for specific reform proposals. Areas receiving strongest support included higher teacher salaries, mentor teachers to assist and supervise beginning teachers, and more state funding for educational programs. Undesirable reforms included longer school days, and use of standardized tests for evaluating both students and prospective teachers. Some significant differences of opinion were found between secondary and elementary teachers, older and younger teachers, and teachers with different educational backgrounds. (JD)