The majority of states have laws in place that require teacher evaluations and many states are tying teacher evaluations and teacher effectiveness to tenure and dismissal policies. Historically, the teacher evaluation process has been conducted by the school principal and has commonly been disconnected from the teacher development processes that support student learning and achievement. This program evaluation explored the impact of the teacher evaluation process on teacher professional growth in the ABC School District. In evaluating the teacher evaluation and professional growth process in one district, the evaluator sought to provide district leaders an understanding of the teachers' and administrators' views and perceptions of the teacher evaluation process along with factors of the teacher evaluation process that advanced and/or limited teacher professional growth. This program evaluation employed quantitative and qualitative approaches. Twelve administrators and 53 teachers participated in an online survey to provide their perceptions of the teacher evaluation system including factors that advanced and/or limited teacher professional growth. Administrators and teachers also participated in focus group interviews to provide additional insight. The survey responses and focus groups discussions suggest that the evaluation system was effective in holding teachers accountable to reflect on their teaching practices and to set goals. The evaluation system was also effective in providing teachers feedback that was relevant to their professional growth and promoted them to self-reflect. Although participants shared that they viewed the principals' role as supporters of instruction and professional growth, program evaluation findings suggest that that the roles of summative and formative evaluator conflict and limit an authentic professional growth process. Additionally, teachers and principals indicated that the evaluation system had limiting components that included the evaluation instruments, the evaluator, the observation frequency, evaluator calibration, and time. Further evaluation of the ABC School District teacher evaluation process is still needed to determine the impact on student achievement. [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.]