All school systems in America have a structure in place to evaluate the effectiveness of their teachers. This book examines many of those programs, and details how each one hopes to produce the best quality of teacher possible. The purpose of this study was to examine, evaluate, and explain the perceptions and impact of the state-mandated teacher evaluation program on elementary school teachers, and to determine whether or not the results from the annual Georgia Teacher Evaluation Program causes teachers to significantly alter their current methods of teaching. This case study details a rural K-6 elementary school in a school district north of Atlanta, Georgia. Included in this study are faculty perceptions of the extent to which the Georgia Teacher Evaluation Program (GTEP) increases their instructional effectiveness in the classroom, whether or not there is any significant differences in teacher perceptions on the basis of experience, degree level, or grade level taught, if the GTEP is useful in planning professional development, and finally whether or not the GTEP is an accurate interpretation of how teachers meet the standards of their respective academic areas.