Tennessee has had a state-mandated system of teacher evaluation in place since 1984. This paper presents findings of a study that examined the effect of state-mandated teacher evaluations on: (1) teacher performance, and (2) the nature and amount of supervision provided to teachers. Data were derived from a survey of 58 teachers from 21 Tennessee school districts. Only three percent of respondents said that they had received supervision for purposes other than evaluation; almost all reported that they had been supervised for evaluation purposes. In addition, most of the teachers believed that the supervision had little influence on their classroom instruction. They wanted and valued instructional supervision, but did not receive it. Finally, the findings indicate that building-level administrators played a major role in realizing the expectations of Tennessee's state-mandated evaluation system. (LMI)