The purpose of this study was to determine the attitudes and perceptions College of Education faculty and administrators have about performance pay at a Historically Black University (HBCU). A secondary purpose of the study was to determine the performance pay plan and specific measures of faculty productivity preferred by College of Education faculty and administrators for inclusion in a performance pay plan. Data were collected through surveys of 42 instructional faculty, 7 administrators, and a focus group of instructional faculty in the College of Education. The survey instrument was created and piloted by the researcher. The data were analyzed using descriptive statistics for survey statements and questions with a five-point Likert scale. Focus group responses were coded and analyzed for themes related to faculty performance pay preferences and acceptable measures of faculty productivity for inclusion in a performance pay plan. The findings in this study are that: (a) faculty rejected the use of their department chair's evaluation of their work, student graduation rates, and Praxis scores, but did prefer student course evaluations as an acceptable measure for use in a performance pay plan (b) faculty believed their desire to perform service and publish research articles would increase while (c) administrators believed faculty desire for teaching and service would increase under a performance pay plan (d) faculty believed they would feel better about their compensation and serving low performing students would not be perceived as a burden, but an opportunity to demonstrate their teaching ability under a performance pay plan (e) administrators believed faculty would have a more positive outlook about their work-loads under a performance pay plan and (f) faculty generally preferred a performance pay plan based on individual research and productivity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]