Efforts of educational interest groups to defeat merit pay for Pennsylvania teachers during 1983-1986 are explored in this case study. Political systems theory and allocative theory provide the conceptual framework. Deutsch's (1973) outline of variables that affect the course of conflict was used to organize indepth personal interviews and a content analysis. Reasons for teacher opposition and administrator support, the most frequently used influencing mechanisms, sources of influence, legislative access points, and norms of the educational policy-making process are discussed. Analysis of the pitfalls of an educational issue with high political and professional interest reminds the uninitiated who pursue legislative change of the realities of the political process. Appendices include Keefe and Ogul's (1969) lobbying techniques, the interview guide, and an outline of Deutsch's variables. (46 references) (LMI)