Teacher evaluations serve as a measure of accountability and should improve instructional practice. The problem addressed in this study is that too much focus is placed on accountability while improving instruction is rarely realized, abandoning teacher development that promotes student achievement gains. This research is a qualitative, single-case study, focused on exploring teacher evaluations through the lenses of self-efficacy theory and self-determination theory. The sample for this study consisted of 4 teachers currently teaching in the PreK-2 school, and the principal. The main source of data for this study was interviews. Additionally, document analysis was done on a variety of documents related to evaluation: participant classroom observation reports, district policy related to evaluations, and district Teacher Evaluation Protocol Handbook. Critical findings surfaced related to leadership style, implementation of evaluations, the importance of feedback, and the concerns related to scores. To improve the impact evaluations have on instruction, teachers need strong, supportive leaders, more training, and greater emphasis on feedback over scores. [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.]