This is a qualitative narrative case study set in an Idaho high school where twelve educators offered their viewpoints on the implementation of Idaho's pay-for-performance legislation. In the spring of 2011, Idaho legislators passed laws aimed at increasing student performance and college or career readiness. These laws, known as Idaho's Students Come First legislation, included a pay-for-performance plan that was in its beginning stages of implementation at the time of this study. The purpose of this study was to explore teachers' perception of the implementation of Idaho's pay-forperformance program (Id. Stat. ch. 33, § 10041, 2011). Literature on pay-for-performance programs in United States schools suggests that these programs are problematic because (1) it is difficult to link teacher performance to student achievement, (2) implementation of pay-for-performance programs require arduous school culture preparation and content monitoring, (3) educators are not likely to be greatly motivated by bonus pay, (4) unintended consequences of performance pay programs can ultimately harm students. Findings from analysis of interview, observation, and artifact data were congruent with the findings of past studies on performance pay. Pay for performance was reported by participants to be problematic in areas of motivation, school culture, and social justice. The themes that emerged from data were (1) educators identified what they value as motivational factors, (2) educators articulated anxiety over potential decline of a collaborative school culture, and (3) educators communicated concerns over possible decrease in social justice.Findings were analyzed according to a model for implementation and evaluation of pay for performance designed for this study. The model features theory found in this study's blended conceptual framework of motivation theory, leadership and culture theory, and social justice theory to allow for a comprehensive evaluation of performance pay programs. [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.]