States are implementing performance programs to help reform compensation systems for teachers; however, little is known on teachers' perception on alternative pay plans. Accordingly, this research study examined the types of pay-for-performance programs Georgia teachers prefer by exploring their perceptions of pay for individual performance, pay for team performance, pay for knowledge and skills, or pay not based on performance. Guided by the expectancy theory, this descriptive survey included a cluster sampling of certified, full-time elementary, middle, and high school teachers, representing a vast range of demographics within the kindergarten through Grade 12 system. The survey was collected online using Survey Monkey, and analysis was conducted using the Friedman test and the Wilcoxon signed ranks test statistic. Georgia teachers in the metropolitan Atlanta school district in this study displayed distinct preferences between pay-for-performance programs, favoring pay for knowledge and skills over pay not based on performance (Z = -2.336, p = 0.019). The factors that significantly affect their perception included their gender, years of teaching experience, degree level, and subjects. The findings can be used to inform districts on alternative compensation plans that teachers are more supportive of in the state of Georgia. The potential impact of the research findings for this study on social change includes guiding educational leaders on creating and implementing a performance pay plan that will benefit both students and teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]