The purpose of this article is to provide a new perspective on the intricacies of the work life in schools that motivate and satisfy teachers. The authors review the literature related to the improvement of school environments and the concept of "flow" as defined by Mihalyi Csikszentmihalyi (1990). He describes flow as a "state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at a great cost, for the sheer sake of doing it" (p. 4). These experiences when applied to classrooms have the potential of enhancing teachers' work environments and increasing their effectiveness, thereby increasing student achievement. A review of research over several years indicates that the frequency of principals' classroom visits predicts teacher flow experiences in the following areas: (a) teacher self-efficacy, (b) teacher-perceived school efficacy, (c) teacher-perceived efficacy of other teachers, (d) teacher-perceived organizational effectiveness, and (e) teacher-perceived efficacy of evaluations and professional development programs. Each of these those variables is discussed and suggestions incorporated so administrators can build work environments where teachers have greater opportunities to experience flow. (Contains 2 tables and 1 figure.)