The purpose of this qualitative case study was to examine how teachers' perceptions of the credibility of the administrator performing their teacher evaluation impacts how useful and accurate educators find the feedback given to them during the teacher evaluation process. Furthermore, to understand how the response to feedback from evaluators is influenced by the educator's perception of the administrators performing the teacher evaluation. The sample of educators in the Midwest all worked as public school dual language teachers. The researcher utilized in-depth, open-ended interviews, document analysis, and observation protocols as instruments to gather data for this case study. This case study was centered on learners and how they use their individual or social experiences to construct knowledge and make meaning; hence, constructivist learning theory was used for thematic analysis. The major findings are organized by the following themes: disconnected practice, going through the motions, run-of-the-mill feedback, feedforward, and perceived actions and behaviors of feedback providers. The results of the study provide insight and implications for practice and areas of future research. [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.]