For more than a decade, teacher accountability and teacher effectiveness as defined by student achievement have been the focus of the teacher evaluation process (Close et al., 2018; Danielson, 2007; Virginia Department of Education, [VDOE], 2011, 2015, 2021). Throughout the teacher evaluation process, principals observe teaching skills and gather instructional and assessment data to provide feedback and follow-up to teachers to improve instructional strategies that increase student achievement (VDOE, 2021). Specific and meaningful feedback can positively impact teacher confidence, reflection, and improved instructional practices (Blase and Blase, 2000). Uncertainty remains, however, in knowing precisely what feedback and follow-up motivates a teacher to adjust or change instruction for improved student learning (Hattie and Timperley, 2007; Khachatryan, 2015; Shute, 2008). The purpose of this qualitative study was to describe teacher perceptions regarding the usefulness of principal feedback and subsequent follow-up through the teacher evaluation process that resulted in implementing instructional changes in the classroom and increasing student achievement. Qualitative data were collected through one-to-one interviews conducted with eight teachers, four from each of two rural south central Virginia school districts. The data were coded using constant comparison analysis to determine common categories and themes related to principal observation feedback and teachers' perceptions of its usefulness to change instructional habits and increase student achievement. An analysis of the data collected revealed that teachers perceived principal feedback as it related to teacher evaluation to be useful when the feedback was timely, specific, and supportive; however, the usefulness did not necessarily extend to instructional changes resulting in changes in student achievement. Teachers also perceived that principal feedback addressed teacher strengths more often than teacher weaknesses. The data further revealed that teachers perceived that collaboration with colleagues was key to making changes in instructional practices that led to student achievement gains. While principal feedback is an important component of the teacher evaluation process, the data suggest that teacher collaboration also plays a vital role in a teacher's professional growth and students' success. / Doctor of Education / For more than a decade, there has been an increased focus on teacher accountability and effectiveness related to the teacher evaluation process and student achievement. School principals oversee the teacher evaluation process in the school and are responsible for providing feedback to teachers to improve instructional skills, student learning, and professional growth. This study explored teacher perceptions of principal feedback and subsequent follow-up teachers received through the evaluation process that resulted in changes to classroom instruction, leading to increases in student learning and achievement. Eight teachers, four from each of two rural south central Virginia school districts, were interviewed. The teacher interviews revealed that principal feedback through the evaluation process was useful to the teacher when the feedback was timely, specific, and supportive. The teacher interviews also revealed that principals provided feedback on teacher strengths more often than on teacher weaknesses. Additionally, teacher interviews revealed that collaboration with colleagues was beneficial to increasing teacher effectiveness in the classroom leading to student achievement gains. In order to have a greater impact on teacher effectiveness and student learning, it is vital that teachers receive high-quality feedback from principals as well as encouragement and support for teacher collaboration.