As part of an ongoing evaluation of the Chelsea Public School System-Boston University (BU) partnership in Massachusetts, a survey was done of 165 teachers to determine their reactions to this effort at school reform and their opinions concerning several matters related to education in Chelsea and the Chelsea-BU partnership. A year and a half after BU's arrival, Chelsea teachers overall appeared to be mixed in their view of BU's impact on the schools. However, teachers who were most involved in school-related activities were most positive about BU's impact on the schools. High school teachers were the least positive about BU's impact on Chelsea, perhaps due to major organizational changes that occurred in the high school during the first year and that were not anticipated and the relatively few professional development activities provided for high school teachers. Two years into the project Chelsea teachers still perceived the system's particular education conditions to be among the worst. However, teachers rated principal effectiveness, quality of teaching, and teacher attendance the highest of education conditions. Survey results also indicate that staff development needs are quite diverse and extensive. Appendixes contain the 102-item Survey of Chelsea Teachers and data on teacher characteristics. (JB)