Schools receive an annual letter grade that is made readily available for parent, community, teacher, and school district staff consumption. Victor Vroom's (1994) Expectancy-Value theory is used to further evaluate the importance that school rankings (via school letter grades) play in motivated teacher planning. Purposeful sampling was used to select teachers within one school in the Central Southwest who were present during the most recent distribution of report card data. Data collection took place through interviews and observations and was analyzed through first and second cycle coding. Findings were that while educators did identify a level of value for the rankings (especially on their school's culture of success and student feelings of achievement), there was not a pervasive response to the rankings as a total motivator for planning. While some teachers did say that it was a type of motivator (the opportunity to change for the community was an identified benefit), they did report that it imparts personal stress and strain. Researchers may be able to use the findings of this study to help determine how specific external factors may or may not impact teacher motivation. Additionally, this study may impact practice, in that school and district administrative staff have more thoroughly identified practices for describing ranking data to teachers and families. Finally, implications for future research are included within the study and in the conclusion section. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]