This work examines the sociocultural and situated nature of teacher learning within the coteaching model for learning to teach with a focus on coevaluation. Coevaluation assumes that teachers accept shared responsibility for assessing the planning, implementation and effectiveness of cotaught curriculum. In this study, a coteaching model for learning to teach is used as an illustrative case for innovative evaluation of teaching practices in clinical field experiences and to illuminate specific barriers to establishing evaluation practices that align with coteaching principles. When examined at micro, meso and macro levels through a sociocultural historical political lens we find that frameworks for evaluating preservice teachers are heavily rooted in accreditation, teacher preparation program rankings, and licensure. Current neoliberal educational reform policies enforce these practices. Preservice evaluation tools, systems, and structures are necessarily set up for compliance based on various consensus standards (INTASC, CAEP, NCTQ) (Zeichner, 2006). However, some of these standards and indicators of pre-preparation excellence are contextually inappropriate and narrowly focus on specific preservice teachers' practices. If we are to expand the field of teacher education to provide enhanced clinical field experiences that emphasize new ways of thinking and learning for all participants, then it is critical to understand the ways that existing evaluative structures circumscribe teacher learning opportunities.