This guide for state policymakers examines teacher involvement in charter school governance. Teacher involvement is defined to include the gamut of decision-making roles not typically afforded teachers in traditional public schools, including founding schools, serving on governing boards, and engaging in site-based collective bargaining. Different types of involvement pose specific challenges and opportunities. Based on a review of charter school legislation and interviews with state charter school administrators to identify policy options, the guide explores ways in which state laws and policies shape teacher involvement. Teacher involvement polices are intended to define the roles and responsibilities of teachers and vary across the 40 states and the District of Columbia with charter school laws. Teachers are required to be involved with the development of the school charter in four states. Six states require a teacher representative on a charter school's governing board, and one state requires charter schools to create a teacher-run grievance committee. Twenty-two state laws specify that charter school teachers are allowed to engage in collective bargaining separately from the district in which their school is located. The guide outlines the pros and cons of each policy option with illustrative examples from existing state law and practice. It raises issues that state policymakers may want to consider related to teacher involvement in charter school governance and aims to help them identify approaches that best meet the needs of charter schools in their state. (Contains 1 table, 6 resources and 7 footnotes.) [This paper was written with assistance from Joanna Smith and Priscilla Wohlstetter.]