School divisions in Virginia implemented revised or new teacher evaluation systems beginning in 2012. These evaluation systems incorporated teacher portfolios, goal setting, and teacher performance assessment based on student achievement, and they were substantially different from those previously used by both teachers and their evaluators. This study was about how teachers and administrators experienced the implementation of this new evaluation system. Their observations, thoughts, feelings, and learning about themselves, and how they experienced this change were the topics of interest in the study. The setting for this case study was one elementary school in a small school division in southwestern Virginia. In-depth interviews of two administrators and 13 teachers of varied experience levels were conducted with a researcher-developed protocol by an outside interviewer. Data were analyzed with the constant comparative method. The experiences of the participants are reported in their own words. Their stories are descriptions of how they experienced the implementation of a second-order change in the evaluation of teachers in this small school division. Their experiences encompassed the entire process of change from the introduction of the change through the assimilation of the purposes and components of the new system and on to the training and support provided throughout the process. They described the changes in their responsibilities, their uncertainties, and their thoughts and feelings about the system as it moved toward institutionalization. And, they shared some recommendations for change in the process and the system. A model of change was derived from the participants' experiences and labeled the Legg Model of Change. / Ed. D.