The use of standardized test scores to hold schools, students, and teachers accountable for their performance has been at the heart of education reform efforts throughout the United States for years. Recent reform efforts have been especially focused on including the standardized testing performance of students into the overall evaluation of teacher effectiveness. In several states throughout the country, including Florida, results from teacher performance evaluations are being used to inform professional development, tenure, retention, termination, and compensation decisions. The purpose of this study was to explore the teacher performance evaluation system initiated in Florida in 2011 as perceived by the individuals who created the system, the influencers, as well as by those it most directly impacted, the implementers. This mixed-methodological study provides valuable information on the perceptions of the overall effectiveness of the current teacher performance evaluation system and its potential to improve teacher, student, and school performance. Qualitative data were collected through the use of interviews with Florida Department of Education personnel and open-ended survey questions sent to teachers and principals in six Florida districts. A survey instrument was administered in an effort to further obtain quantifiable results from the 1,022 participants. Given the current federally-funded teacher evaluation system has been in a progressive implementation process for the past three years, minimal research exists on the system other than promotional and informational material that has been produced by state policymakers. As a result, it was important to review how this process to date has impacted the state of Florida and its stakeholders. The results of this study can provide insight to policymakers as well as to the general public to best inform current and future educational policies and practices.