Many schools across the country face persistent teacher working condition challenges that are closely related to high teacher turnover rates and chronic difficulties in recruiting and retaining teachers. Center for Teaching Quality (CTQ) research examining working conditions survey results in both North Carolina and South Carolina demonstrates that teacher working conditions have a significant impact on student achievement and teacher retention. While existing national data on teacher turnover and working conditions is helpful, communities need customized data from their own schools and communities to effectively inform local reform strategies. It is with this in mind that Governor Napolitano, The Arizona Teacher Excellence Plan and the Arizona Education Association have collectively responded to this pressing need for local data results by conducting a "Phase-in" survey to document the perceptions of Arizona educators regarding their working conditions. This report presents the results of the 2006 Phase-In Teacher Working Conditions Survey. The analysis provides evidence that identifying and addressing teacher working conditions in schools and districts across Arizona may be an important strategy in helping all students learn and in retaining teachers. Specifically, this report presents five major findings; examines trends in time, empowerment, leadership, facilities, professional development, and mentoring to better understand the perceptions of teachers; and makes recommendations for Arizona educators and policymakers to enhance efforts to improve teacher working conditions. (Contains 18 tables, 5 figures, and 7 notes.) [This report was written with Keri Church and Ed Fuller. Funding for the Phase-in Arizona Teacher Working Conditions Survey came from the Arizona Teacher Excellence Plan (through a federal Title II Higher Education Act grant), the National Education Association and the Arizona Education Association.].