A sample of 4,100 Oklahoma teachers was surveyed to clarify the extent and impact of moonlighting, defined as earning any income beyond the contractual teaching salary. Of the 1,103 teachers returning the mailed questionnaires, 44 percent engaged in moonlighting within the school system, 31.4 percent had jobs evenings and weekends, 41.5 percent took summer jobs, and 28.8 percent made money from family businesses. Over the past 3 years, 71 percent (90 percent of men and 65 percent of women responding) had earned some income from one or more of these sources. Questioned on their motives for moonlighting, nearly three quarters indicated a need for extra money to pay debts or to raise their living standard. Asked their perceptions of the impact of moonlighting, 20 percent felt that it adversely affected their teaching performance and 29 percent thought that it hindered their preparation for teaching. Over half (58.5 percent) believed that moonlighting hindered family and social activities. When asked to choose a statement approximating their views, 44.3 percent found moonlighting degrading to the profession and another 20.2 percent considered it a necessary evil. Only 14.4 percent said that some jobs they had taken enhanced their performance as educators. The findings constitute a case for increasing teacher salaries so as to reduce moonlighting and raise the status of the profession. (MJL)