This qualitative study examined teacher perceptions of the evaluation process including informal walkthroughs and administrator feedback in South Texas rural schools to determine whether teachers felt that there was a connection to teacher effectiveness and student achievement. The findings of this study may assist administrators in determining how teachers perceive the evaluation process. This study may further allow teachers to understand the reasoning behind the evaluation process. Students may also benefit from this process as it may help produce more effective teachers who provide constructive, targeted instruction. Data was gathered from interviews conducted in the natural setting of the participants. Nine teachers from three different rural South Texas school districts were interviewed. Key findings in this study indicated that teachers need more thorough training on the evaluation process. Teachers expressed that the evaluation process is not tied to student achievement, and because they believe that evaluations do affect teacher growth, feedback given to teachers should be more specific. The results also found that evaluations and walkthroughs do cause stress to teachers. Accordingly, administrators should incorporate multiple sources of data to fully evaluate teachers, frequent walkthroughs and evaluations are necessary and wanted by teachers, and administrators should provide teachers with additional resources. This study provided invaluable information that will benefit school systems by refining their processes to meet the teachers' needs. Administrators should be able to provide teachers with valuable feedback and resources to help improve their teaching.