Findings of a study that examined the working conditions that teachers face in an urban school district in the southern United States are presented in this paper. A survey mailed to 1,329 teachers in 15 secondary and 68 elementary schools produced an approximate 50 percent response rate per school. Interviews were also conducted with the union building representative from four elementary and two high schools. Teachers reported problems concerning textbook availability and functional equipment, school safety, and student discipline--conditions more likely to inhibit rather than foster student learning and school reform. However, some teachers defied the inadequacies of their work environment by developing collegial working relationships. A conclusion is that pedagogy in the schools cannot be changed in schools where there is a textbook shortage, where teachers feel distanced from school reform, and where teachers perceive their school boards and administrators to be unconcerned. If successful school restructuring is to occur, school conditions must be addressed first. Five tables are included. (Contains 16 references.) (LMI)