In March 1990, teachers in 80% of the counties in West Virginia participated in a teacher strike. In this study, 83 striking teachers answered 10 open-ended questions put to them either through an interview or a questionnaire. The information was analyzed through a thematic analysis process. Teachers overwhelmingly felt they were not given the opportunity to be active participants in the decision making process. West Virginia typically operates under the "top-down" model of decision making. Teachers expressed feelings of being abandoned by the legislature, because legislators failed to listen to teachers and did not support adequate funding for education. Teachers banded together to build a unified voice for education, and saw a strike as the only alternative that remained. Teachers identified pay and pay equity as only a small part of the reasons they were striking. They indicated a need for educational reform and adequate resources to provide education. Teachers did not view the strike as harmful to students and believed that the strike would benefit the educational system as a whole. Their strongest comments dealt with teachers who continue to work during the strike. As a result of the strike, the governor held a special legislative session during which a senate bill was produced, calling for various changes in the educational system, including review of teacher preparation programs, establishment of school curriculum teams, and the implementation of individual school faculty senates. This report includes 16 references. (KS)