This volume, the second of two reports on development of teacher incentive structures, presents case studies of a career ladder design and teacher evaluation experiment in four Utah school districts. Case studies examined relationships among career ladder features, process variables, and career ladder effectiveness, which is defined in terms of teacher acceptance. The document contains six chapters--one on study background, four that describe the four case studies, and one on results and recommendations; appendices contain the study instruments and other supplementary materials. Case studies were conducted in districts with autonomy in plan design and implementation. Investigation involved content analysis, interviews with 160 teachers, and questionnaires administered to 204 respondents. Findings include the following: (1) a connection existed between teacher involvement and positive attitudes toward career ladders; (2) communication breakdown correlated negatively with teacher understanding and acceptance; (3) new role demands adversely affected acceptance; (4) administrator involvement related to smooth functioning; (5) teacher involvement developed acceptance; and (6) meeting teachers' needs brought positive reactions. Recommendations concern (1) teacher involvement in all planning phases; (2) development of planned inservice and communication efforts; (3) making the system compatible with career orientations; (4) meeting teachers' diverse needs; and (5) considering merits of decentralized approaches to career ladders. (CJH)