Little in the current literature reflects the views of those affected by the various proposals being advanced to improve the quality of teachers and teaching. This paper reports on a study that attempted to learn the reactions of teachers to some of the financial-incentive proposals being made to improve the quality of teachers and teaching. A focus group of eight classroom teachers from a suburban high school was convened to discuss some of the issues growing out of proposals to revise teacher compensation packages in order to redirect the dollars to improve student achievement. The focus group members responded to a series of questions (included in an appendix) related to financial incentives and salary-schedule issues. Some of the main ideas from the meeting are as follows: (1) No one individual inside or outside the school is responsible for student achievement; (2) the differing nature of student needs makes measuring student achievement difficult; (3) training and experience are well accepted as basic factors in salary schedules; and (4) there is no common agreement as to what effective teaching is. A followup interview with two teachers was also conducted. (The questions are included in an appendix.) (WFA)