Private, Christian schools are in a position to be creative with their teacher compensation practices as it relates to the use of merit pay. However, there is a debate within the literature regarding the effectiveness of merit pay in schools, generally, as well as how to best structure such a plan. This study aims to understand how a subset of private, Christian schools are structuring their teacher remuneration practices as well as what teachers and principals in these schools believe about merit pay. In this context, merit pay (also called incentive pay or pay-for-performance) is defined as a one-time or permanent salary increase for effectiveness. To understand the teacher pay practices at Christian schools, an online survey was administered to the Head of School (i.e., superintendent) of schools accredited with the Association of Christian Schools International, that had an enrollment of 400 students or more. A second online survey was administered to teachers and principals at these same schools in order to understand their beliefs and feelings toward merit pay. The results showed that these schools do not utilize merit pay in any broad capacity, despite having the opportunity to do so. In addition, the perceptions of teachers and principals toward merit pay were mixed. The one area that yielded the strongest feelings among both principals and teachers was that base pay should be increased rather than pursuing a merit pay plan. In addition, there was strong support for a merit pay reward based on a teacher earning an advanced degree, participating in professional development, and serving as a mentor teacher. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]