Research on school effectiveness continues to indicate that those aspects of schooling that are closest to the student, namely teaching, instruction, and curriculum, have the greatest impact on student learning (see Gamoran, Nystrand, Berends, & LePore, (1995). Furthermore, the available evidence suggests that schools that cultivate particular in-school processes and conditions such as developing a shared vision and instructional norms, and taking collective responsibility for students' academic success are better able to meet the needs of all students (Bryk & Driscoll, 1985; Newmann & Wehlage, 1995; Purkey & Smith, 1983). In contrast, much of the research on charter schools has focused on aspects of governance structures (Kirst, 2006; Levin, 2006), issues of access and equity (Schneider, Teske, & Marshall, 2000; Laciereno-Paquet, Holyoke, Moser & Henig, 2002) and parent preferences and choice processes (Schneider & Buckley, 2002). More charter school research is needed on the important in-school conditions that are related to student learning and achievement. In this paper the authors ask, do charter school teachers indicate higher levels of academic press for learning than traditional public school teachers (choice qua choice)? To what extent is the level of teacher academic press for learning dependent upon in-school organizational conditions that are associated with effective schools, such as strong instructional leadership? And, are charter schools more likely than traditional public schools to implement the in-school organizational conditions that are associated with teachers' academic press for learning? The authors posit that for charter schools to enable positive student outcomes and affect student achievement, they must implement the core components of schooling that are related to effective organizational conditions, curriculum, and instruction. An appendix is included. (Contains 1 figure, 2 tables and 3 footnotes.)