As the accuracy of evaluations is important to teachers, it is essential to examine their perceptions about accuracy (Cho & Schunn, 2018; Plunkett & Dyson, 2018). Understanding teachers' perceptions of accuracy are significant because an evaluation system's effectiveness depends on the teachers' belief that it is accurate (Lewis, 2018; Moran, 2017; Nguyen & Hunter, 2018). This mixed method study aimed to examine Virginia public school teachers' views on the accuracy of their 2018-2019 teacher evaluations and on perceived barriers to accuracy. Both quantitative and qualitative data were collected using an anonymous online survey developed by the researcher. A total of 9,065 teachers who were randomly selected from the 1,813 public school districts in Virginia were sent the survey and 3,095 completed the survey. Teachers were asked to rate, using a 6-point scale ("very inaccurate" to "very accurate"), each of the seven performance standards, and the overall summative evaluation in terms of perceived accuracy. Teachers perceived their evaluations, on average, to be slightly inaccurate to slightly accurate. An examination of the frequency of responses across the 6-point scale ("very inaccurate" to "very accurate"), showed that responses were fairly evenly spread over the six response options. One-way ANOVAs were used to examine teachers' perceptions of accuracy by contract status (continuing, probationary, and Do Not Know/Do Not Recall). For the seven performance standards and overall rating, no statistically significant differences in perceptions of accuracy were found. In an optional open-ended question, teachers (n = 208) were asked to describe experiences or perceptions that could have influenced the accuracy perceptions; the following themes emerged: bias, trust, accountability, and use of time. In addition, perceived barriers to evaluation accuracy were explored. Teachers chose from a list of 11 barriers compiled from the literature. The most frequently perceived barriers were the time requirements of the evaluation process and evaluator bias. An optional open-ended question asked teachers to elaborate on perceived barriers. The following themes emerged: evaluator's background, communication, focus issues, bias, inclusion, and time.Implications for future research included a more extensive survey of teachers in Virginia and conducting a similar study to assess the administration's perspective on teacher evaluations' implementation and accuracy. Implications for practice and policy include increased and rigorous information and training regime for teachers and administrators to provide a background to the evaluation process and the function of observations. [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.]