This chapter examines Kazakhstan’s efforts to reform its teacher compensation system and investigates whether the substantial salary increase for teachers in Kazakhstan between 2020 and 2023 has improved the quality of teaching and educational outcomes. The traditional “Stavka system” of teacher remuneration, where pay is based on teaching hours, is explored along with other limitations of the system, such as income instability and reduced motivation for non-teaching tasks. The reform aimed to address these issues by introducing a new wage system with a hierarchy of teacher qualifications, providing incentives for complex teaching, and acknowledging the role of special working conditions. However, this system faced challenges in incentivizing non-teaching tasks and addressing disparities in teachers’ workload. The reform’s impacts are then evaluated. Initial observations suggest a rise in the profession’s prestige and interest among school graduates, but issues remain. These include insufficient financial incentives for extra-lesson activities and the new system’s limited effect on young teachers’ pay. While salary increases are vital, they alone are insufficient to enhance educational outcomes. The need for nuanced policies, transparency, and professional consensus is emphasized to ensure that reforms effectively incentivize high-quality teaching.