The purpose of this study was to understand teachers' perceptions regarding principals' supervision and evaluation in eight high-performing elementary schools. An online survey was sent to teachers in select elementary schools and findings suggest principals engaged in all seven supervision and evaluation constructs measured, with teachers rating the concept of differentiated supervision and evaluation the lowest. Additionally, there were notable differences in how novice teachers viewed the seven supervision and evaluation constructs when compared with more experienced teachers. Analysis of open-ended items suggested teachers had high levels of trust in their principals based on positive feedback and routine observations, which increased feelings of shared instructional leadership within the schools. [NOTE: The volume number (2) shown on the attached PDF is incorrect. The correct citation information for this document is v23 n2 Fall 2013.]