The focus-group interview format was used to investigate the existence, interrelationship, perceived strengths, and indicators of insufficiency in the implementation of the Career Ladders (CL) teacher-incentive program in a rural Arizona school district. Two interviews were planned for each of the following groups: school board members; CL Steering Committee members; administrators; office staff; parents; CL teachers; and non-CL teachers. Although these subject groups were diverse, the first set of interviews yielded some common themes: (1) a perceived overall lack of district readiness for the CL program; (2) the expressed need for an agreed upon curriculum; (3) the need for teacher effectiveness and accountability; (4) improved administrative leadership; and (5) improved organizational climate. The second set of interviews concentrated on problem areas, and identified several areas of concern: administrative leadership; program requirements; the evaluation process; communication requirements; and need for long-range planning. The two sets of focus-group interviews revealed that the format is a powerful tool for the validation of theoretical models, such as this model of support and focus factors. (SLD)