At a time when the State of Washington, as many states, is hoping to realize the ambitious goals of standards-based reforms in education, questions arise in many quarters about how teachers are approaching this task, and how well equipped and supported they are for this work. In the best of worlds, the state would have good information sources for answering these questions, preferably with information directly from teachers. Such is not the case. The sources of data routinely gathered by the state shed light on some questions?for example, concerning attributes of the teaching force?but tell relatively little about teachers' work or how they are supported. To improve the base of information about teaching, the teaching force, and support for teachers' work, the Center for Strengthening the Teaching Profession engaged a research team from the University of Washington to develop and deploy a series of surveys directed to a "standing sample" of 400 classroom teachers in the state. The stratified random sample was carefully constructed to include the full range of individuals in classroom teaching positions. In response to three surveys during the 2003-04 school year, the survey system elicited teachers' views regarding various aspects of their work, assignment, preparation for teaching, and professional support. Given uniformly high response rates (in excess of 90 percent), the system offers a source of insights into teachers? response to reform across the state.