The problem that was addressed in this study was that the teacher evaluation system in a small rural public school in Northern California needed to be examined for teacher effectiveness. This was important to identify perceptions of administration and teachers who stated concern about the effectiveness of the district's teacher evaluation system. The purpose of this qualitative case study was to understand the perceptions of teachers regarding their current evaluation system at the small rural public school in Northern California. The guiding theoretical or conceptual framework for the study was based in constructivist and self-efficacy theory. This qualitative single case study consisted of a sample size of 12 participants who were given a consent form and pre-question survey, were interviewed via Google Meets using COVID-19 protocols, and provided me with an evaluation from the teacher evaluation system. Participants were asked four research questions concerning the teacher evaluation system and teacher perceptions. Data collected were coded and categorized using NVivo software. Results of the data led to 12 emergent themes regarding the effectiveness of the current teacher evaluation system. Implications of those results included discussion concerning the relationship between the teacher, evaluator, teacher skills, data analysis for student achievement, and teacher training within the evaluation system. I discussed recommendations for future practice within teacher evaluation systems such as evaluator training in the system, feedback and collaboration with the evaluator, data analysis of student data, and teacher training opportunities. Future research should focus on the evaluator's knowledge, student data analysis, teacher skills, and teacher training so that school districts may restructure or create their teacher evaluation system into a more effective tool to evaluate teacher effectiveness and enhance or improve student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]