This study evaluated five teachers from a middle school with a history of low-performances and high teacher turnover. This school participated in a reform program, Pay-For-Performance, where they received financial bonuses to increase performances on literacy and mathematics assessments. Additional requirements included participation in workshops, and planning and data discussions. Despite appreciation for incentives, teachers credited these professional development opportunities and district's growth model as the impetus for their changing practices. Participants' instructional practices became student-centered as they promoted engagement by building stronger relationships with students and by offering them choices with how they demonstrated their understanding of the curriculum.