The purpose of this small case-study is to gain an in depth understanding of how secondary school teachers perceive that data walls impact their teaching practices and subsequently, students' learning and growth. By drawing on a conceptual model of evidence-informed practice (EIP), this case study examined responses from secondary school teachers to review the role of data walls in their teaching and learning programs. Teacher participants provided anecdotal evidence to justify how effectively they perceive data walls to support EIP as well as the potential challenges of using data walls in a secondary school context. Findings show that data walls were specifically beneficial for prompting collaborative discussions, but were not holistically effective in supporting and sustaining EIP. The study concluded that data walls in secondary schools must be context specific. Further research into technological possibilities and the quality of data across various key learning areas (KLAs) is also necessary to ensure the efficacy of data wall use for diverse learning contexts.