The purpose of this qualitative case study was to examine the impact of peer-teacher coaches on teacher evaluation ratings. One grand tour question guided this study: How are Indiana elementary teacher evaluation ratings influenced by the partnership between a peer-teacher coach and a teacher? 12 educators from three schools across Indiana were selected for this study. Within each school, the principal, the peer-teacher coach, and two teachers, all having worked together for at least three years, were selected. Interviews were conducted virtually. The study provided insight into shared and distinct perceptions, processes, and outcomes among the three participating schools. Three common themes emerged across the respondents in the research. The themes include: (1) Educators perceived an improved focus on instructional time. They have become more reflective in their practice and believe there has been a positive impact to the evaluation process. (2) A layered approach drives the amount of time a teacher has with the coach and how the time is spent (3) Professional development for principals and peer coaches is limited to instruction and curriculum. This study adds to existing research by providing insight and knowledge related to peer-teacher coaching experiences, process, and outcomes. [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.]