The purpose of this quantitative correlational study was to measure the degree of relationship between intrinsic motivation, extrinsic motivation, and teachers' perceptions of principal's leadership on teacher performance in a K-12 Southwestern U.S. public school district from a sample of high performing teachers. The research questions in this quantitative correlational study were founded in the theoretical framework of Self-Determination Theory to measure the relationships between teachers' intrinsic motivation, extrinsic motivation, and teachers' perceptions of principal's leadership on teacher performance. It is not known if, and to what degree there is a relationship between intrinsic motivation, extrinsic motivation, and teachers' perceptions of principal's leadership on teacher performance. The target population for this study were high performing teachers whose teaching performance was measured and evaluated as high performing based on their annual teaching evaluation. Results of the data analysis failed to reject the null hypotheses, as the correlation results generated were r(153) = 0.11 and p = 0.171, between intrinsic motivation and teacher performance, r(153) = -0.06 and p = 0.467, between extrinsic motivation and teacher performance, and r(153) = 0.02 and p = 0.830, between teachers perceptions of principal leadership and teacher performance. Although this study did not generate statistically significant correlations between the associated variables independently, this study illuminates the uniqueness of motivation to each individual high performing teacher, as well as demonstrates the absence of one particular motivational factor, or recipe, that motivates high performing teachers. [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.]