Pay for performance (PFP) is once again gaining popularity within education. This study examines teacher attitudes toward PFP policies, and how these views vary by teacher experience, subject area specialization, grade level(s) taught, educational background, personality characteristics, risk and time preferences, and feelings of efficacy. Data were collected through a voluntary, online survey instrument fielded over a two-week period at the end of the 2006-2007 school year. The sample comprised all full-time instructional personnel in 199 traditional public and magnet schools in a large, urban school district in Florida. Results suggest only modest support for PFP policies among teachers. We detect some association between teacher demographics and views on PFP policies. The most striking finding is how little teachers appear to understand how the two most recent PFP initiatives in Florida operate. (Contains 9 tables, 1 figure and 17 footnotes.) [This paper was written with the assistance from Yvonne Lyons and Marshall Ogletree. Funding for this paper was provided by the Florida Education Association.]