No matter how big, well-funded, or popular a reform might be with lawmakers or the public, the buck ultimately stops with the teacher who has the ultimate responsibility of implementing the changes in the classroom. For this reason, it is critical to understand how teachers view education reforms. Are they embracing the changes? Are they getting the support they need? Is the pace of reform reasonable given the new demands on teachers' time? Too much reform at too quick a clip can lead to reform fatigue. On the other hand, if teachers dig in their heels and resist a reform, it may not occur at all. The goal of this survey report is to delve more deeply into the reforms teachers are experiencing in the current moment, with the goal of gaining a better understanding of how these changes are impacting classrooms throughout the United States. This nationally-representative survey included responses from 542 K-12 teachers. The survey was administered in the fall of 2017. The top three most common reforms that teachers have experienced are: (1) Changes to a teacher-evaluation system (62 percent); (2) Changes to the curriculum the educator teaches (58 percent); and (3) New approaches to professional development (53 percent). A majority of teachers (84 percent) agree that as soon as they get a handle on a new reform, it changes. And most (68 percent) agree that "new" education reforms are rarely new -- they have been tried before. Only a minority (25 percent) would resist, outlasting reforms at their schools by continuing to do what they have always done. And reform fatigue is not driving most teachers out of education. Teachers with more experience are more likely to consider leaving the profession as a result of the onslaught of reforms. While 27 percent of teachers with three or fewer years of experience are increasingly considering leaving due to reform, 50 percent of those with over 20 years of experience consider leaving due to reforms. This report details the complete findings from the survey.