This study focused on teachers' perceptions of student needs, perceptions of school social and professional climate, and their educational beliefs. It was posited that there are links between teachers' philosophies, ways in which they conceptualize meeting student needs, ways in which they experience their work environment, and their success in developing both professionally and personally. Structured, in-depth interviews were conducted with ten teachers from elementary and secondary levels. These experienced teachers had been selected by their principals as exceptionally competent and growth-oriented in their profession. The teachers responded to inquiries on their attitudes and feelings about the social networks and work environment in their schools, and their beliefs about educational goals and ways to apply these goals in eliciting the most promising responses from students. Extensive quotations from various teachers are used to illustrate both variations and commonalities in the teachers' approach to their work, colleagues, and students. Suggestions are made for further research into the effect of school climate on teacher effectiveness. (JD)