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Few studies attempt to understand teacher working conditions (TWCs) and job satisfaction for teachers in an urban school district. This study analyzes teacher responses from an annual TWCs survey through a principal component analysis and hierarchical multiple regression. Results indicate that teachers’ satisfaction with campus school culture and ratings of campus behavioral response were associated with job satisfaction. As learning environments across the U.S. continue to require highly qualified teachers, this research underscores how one urban school district was able to retain teachers and keep their teachers satisfied with their job. This study contributes an initial conceptualization of urban teacher working conditions and the importance of school administrators’ addressing TWCs to maintain high job satisfaction.