This study examined teachers' perceptions of the teacher evaluation process within a district that implemented a national teacher evaluation model. Within this teacher evaluation model, teachers are evaluated by administrators, as well as teacher leaders. Evaluators utilize a detailed rubric to assess teacher performance in the context of student learning and continuous teacher development. Teachers learn how to connect their performance to student outcomes during weekly meetings where they examine student data and explore "best practices" for instruction. Additionally, teachers must agree to adopt the model in order for it to be implemented per the national organization; this is designed improve teacher commitment. This paper presents findings drawn from a mixed-methods survey study that examined how the involvement of teacher leaders in teacher evaluation influenced teachers' perceptions of the evaluation process.