Principal evaluations can be important tools for improving leadership practice, but evaluations have often described by principals and researchers as unsystematic and lacking timely and actionable feedback. This study examines principal perceptions of the Texas Principal Evaluation and Support System (T-PESS). Survey data and interviews of principals in one pilot district are used to answer two primary research questions: (a) How did veteran principals understand and experience the T-PESS? and (b) What aspects of the evaluation tool and process did principals find most useful and as barriers to their professional growth? Findings reveal that positive evaluator-principal relationships and goal-setting activities can support professional growth.