With the implementation of teacher performance pay in 2009 in China, teacher performance evaluation has become a heated topic. This research study follows up on two previous studies of teacher evaluation in China and continues the dialog by analyzing the latest trends in the context of teacher performance pay. There were two sources of information for this article: academic journal articles and teacher evaluation practices of two schools from Beijing. Seven themes were derived from a content analysis of the academic journal articles: (a) studies on teacher evaluation within the context of curriculum reform, (b) methods of teacher evaluation, (c) studies of miscellaneous responses, (d) studies on developmental teacher evaluation, (e) studies on teacher performance evaluation, (f) studies on teacher effectiveness, and (g) philosophical thoughts of teacher evaluation. The two cases of teacher evaluation practices revealed some changes since the implementation of teacher performance pay, such as a more comprehensive teacher evaluation system.