This phenomenological qualitative study explores how public school pre-kindergarten teachers in Florida perceive their principals' understanding of early learning standards and developmentally appropriate practices. The problem addressed is that prekindergarten teachers are evaluated by their principals using state-approved evaluation rubrics designed for higher grade levels. They provide feedback that fails to reflect the unique needs of pre-kindergarten classrooms. Six participants from different counties with experience in early childhood education programs such as Voluntary Pre-Kindergarten (VPK), Head Start, and PEEPs were recruited through the social media platform Facebook. Findings revealed that teachers do not give value to the feedback they receive because they do not believe it accurately captures their professional expertise. The study suggests that principals' preparatory programs and professional development should include specific training on early childhood education to enhance their ability to evaluate pre-kindergarten teachers effectively. These insights emphasize the importance of aligning evaluation practices with developmentally appropriate standards to foster meaningful professional growth and support early childhood educators. [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.]