The purpose of this qualitative study was to examine teacher perceptions of the evaluation process including informal walkthroughs and administrator feedback in South Texas rural schools to determine whether teachers felt that there was a connection to teacher effectiveness and student achievement. The findings of this study may assist administrators in determining how teachers perceive the evaluation process. This study may further allow teachers to understand the reasoning behind the process. Students may also benefit from this process as it may help produce more effective teachers who provide effective, targeted instruction. I gathered data from interviews conducted in the natural setting of the participants. Nine teachers from three different rural South Texas school districts were interviewed. I used open-ended questions and recorded the interviews to gather the evidence. Once interviews were transcribed, I was able to analyze the data and came up with 24 codes which yielded eight themes. Key findings in this study indicated that teachers need more thorough training on the evaluation process, teachers expressed that the evaluation process is not tied to student achievement, evaluations do affect teacher growth, feedback given to teachers should be more specific, evaluations and walkthroughs do cause stress to teachers, administrators should incorporate multiple sources of data to fully evaluate teachers, frequent walkthroughs and evaluations are necessary and wanted by teachers, and administrators should provide teachers with additional resources. This study provided invaluable information that will benefit school systems by refining their processes to meet the teachers' needs. Administrators should be able to provide teachers with valuable feedback and resources to help improve their teaching. Future studies could be performed to see if the implications mentioned and implemented made a difference on teacher growth and student achievement. The study should also be replicated in other parts of the state and in urban school districts to see if the findings are similar and/or are unique to rural South Texas school districts. This study was relevant to determine whether gaps exist in the evaluation process. Both teachers and administrators may benefit from this study as it provides data on the thoughts, feelings, and recommendations regarding the evaluation process, walkthroughs, and administrator feedback. If warranted, administrators may be able to adjust or improve the system to improve teacher growth and 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.]