Over the last two decades, researchers have presented convincing evidence that teachers are an important key to school improvement and to closing the student achievement gap. However, ensuring that all students are taught by quality teachers--those with the right talent, skills, and experience--is not enough. Teachers--even the best of them--must have the right resources, tools, and supports in place in order for them to be effective over time. In 2007, under the leadership of Governor Janet Napolitano and the Arizona Education Association (AEA), all of the state's school-based licensed educators were asked to respond to a series of survey questions about five aspects of their working conditions--time, professional development, leadership, empowerment, and facilities and resources. Nearly 32,000 educators (about 53 percent of eligible respondents) completed the survey. The Center for Teaching Quality, a non-profit research-based advocacy organization, has worked closely with the Governor's Office and the AEA to assemble the results, conduct statistical analyses of the relationships between teacher working conditions and teacher and student outcomes, and develop tools based on those results that practitioners can use to improve the conditions that make quality teaching possible. This report outlines many important connections revealed by the authors' analyses, provides considerable information upon which policymakers and educators can act, and offers suggestions for more refined future analyses. Appendices include: (1) Teacher Perceptions (vs) Principal Perceptions of Teacher Working Conditions; and (2) Methodology. (Contains 20 tables, 7 figures and 31 notes.) [This paper was written with Alice Williams.]