This 2022 policy evaluation explores the continually low (<60%) educator participation rate associated with the Teaching and Learning Conditions Colorado (TLCC) survey and the state's overall alignment with its 2008 goal, to reduce educator turnover and related student achievement gaps. Through an intrinsic case study and a pragmatic lens, interviews were conducted with eight superintendents and three non-heads of systems from across the region, including the charter community. Representing the intended end-user of the survey's intelligence, the paper examines their readiness for working conditions data, background in workplace leadership, direct experience with the TLCC, and their perspective on what is needed for their culture and future educators to significantly improve. Questions grounded in similar studies of Child Trends and FutureEd, and Reichheld's score of enthusiastic employee loyalty (eNPS) offered an understanding of the survey's relative lack of value to leaders. The policy evaluation theoretical framework of Theodoulou and Kofinis and the deductive data analysis strategies established by Stake were used to examine the data. The analysis found Colorado's administrative approach (and the greater K-12 system) to be out of sync with its policy goal. The primary suggestion is for the Department of Education to follow the transformative leadership example of North Carolina's survey (>90%) program.