The relationship between salary increases and student ratings of teaching effectiveness was studied using a sample of 266 faculty members at Kansas State University. Three measures of teaching effectiveness (student progress in meeting relevant course objectives, liking the instructor, and appreciation of the field of study) and two salary criteria (percent and dollar increase) were used. Several measures of the emphasis on the teaching function were used to determine whether this variable moderated the relationship between salaries and student ratings. The effect of discipline was also examined. In general, there was a modest but significant correlation between ratings of teaching effectiveness and percent salary increase. The amount of emphasis given to the teaching function was a significant determinant of the strength of this relationship. Correlations were generally more pronounced in social science and humanities than in the sciences. Student motivation was highly correlated with effectiveness ratings, but was not regularly taken into account in salary recommendations. (Author/LBH)