The purpose of this mixed-methods program evaluation was to determine the impact, if any, that the implementation of a voluntary performance-based compensation system had on an Ohio suburban district's goal to compensate effective teaching. The district formed a committee that researched teacher compensation systems that rewarded a variety of factors and then determined what indicators should be awarded in this district that aligned with the district's culture. Of the indicators that were awarded, this program evaluation reviewed the attendance, mentoring, and teacher evaluation scores leading to bonus compensation. The evaluation included face-to-face interviews with participants in performance-based compensation to collect their opinions on performance compensation and the influence it may have had on their professional practice. Attendance, mentoring, and teacher-evaluation data was collected on participants who remained in the voluntary program for the full two years of implementation. Comparisons between participants and non-participants were provided and conclusions were explained based on the findings. Interview comments from 31 participants were included in the qualitative narrative. Results demonstrate the system had a positive impact on attendance, recruiting mentors for pre-service teachers, and indicated that participants had higher teacher evaluation ratings. Participants commented positively about the district and the rewards they received for professional activities and indicated that they felt valued for their efforts. Future research might include the opinions of non-participants and attempt to collect data in advance of the contract implementation for pre- and post-comparison. [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.]