Despite the importance of job satisfaction, little research exists about this factor as it relates to teachers working in a school reform environment. This study addressed teacher characteristics, job dimensions, and work-related psychological states that predict public school teacher job satisfaction in a school reform state. Teachers (N = 578) completed a modified version of the Job Diagnostic Survey. Hierarchical multiple regression results indicated that the job dimension of teacher autonomy (* = 0.178) and the psychological states of experienced meaningfulness of the work (* = 0.431), experienced responsibility for the job (* = 0.129), and knowledge of results from the job (* = 0.220) explained 46% of the variance in overall teacher job satisfaction. This result greatly exceeded established criteria for a large effect size in multiple regression analysis. Implications for practice, theory, and future research are discussed. (Contains 4 tables.)