The purpose of this study was to measure the perceptions of teachers regarding their most recent evaluation experience and to determine whether teachers perceive any significant relationships between attributes of teacher evaluation and its quality and impact on teacher growth. The study also considered whether there are significant differences between elementary and secondary teachers, as well as between classroom and nonclassroom teachers, in their perceptions of evaluation. The suburban school district in this study serves approximately 22,000 students. The subjects included 402 elementary and secondary teachers who were randomly selected from 1,081 permanent teachers. The Teacher Evaluation Profile (TEP) instrument was used to measure teachers' perceptions of their most recent evaluation experience. The 44 items on the questionnaire were examined based on the following five categories of evaluation: (a) teacher attributes; (b) evaluator attributes; (c) evaluation procedures; (d) evaluation feedback; and (e) evaluation context. A total of 284 respondents, or 71 percent of the teachers surveyed, returned a completed questionnaire. Data were reported in terms of frequency distributions, means, and standard deviations. Data analysis consisted of correlational analyses and an analysis of variance. The results of this study suggested that teachers judge the quality of their evaluation based on the attributes of the person who evaluates them and the feedback they receive. The quality of evaluation appears to be determined by the following attributes of effective feedback: the merit of the ideas and suggestions contained in the feedback, the depth of information provided, the specificity of information provided, and the amount of information received. Teachers appreciate an evaluator who gives useful suggestions for improvement, has a persuasive rationale for suggestions, and is a credible source of feedback. None of the attributes on the TEP had a significant relationship to the overall impact of evaluation on teacher growth. The results indicated that significant differences exist between elementary and secondary teachers, as well as between classroom and nonclassroom teachers, in their perceptions of evaluation. Recommendations were made for establishing a teacher evaluation system that is supportive of professional growth.