The role of the elementary school principal is highly complex and ever-evolving. Opportunities for personalized, ongoing professional development are essential to guide and support principals as they encounter new challenges. While literature reveals a need for effective professional development for principals, opportunities directly connected to identified needs from annual evaluations are provided inconsistently or not at all. Linking identified needs to professional development is crucial to improving a principal's professional practice and, ultimately, self-efficacy. A growing body of research has investigated the relationships among principal professional development and principal self-efficacy, as well as principal professional development and annual principal evaluations. Yet, there is a void in research examining elementary principal perceptions of the relationship among those three factors. This study's intent was to begin to fill that gap by exploring the perceptions of Keystone County (pseudonym) elementary school principals about the current relationships between their evaluation, professional development, and self-efficacy and what the principals believe the relationship should optimally be. In this qualitative study, 15 elementary principals in the Keystone County participated in one-on-one, semi-structured interviews. The findings from this study suggested that the principals did not perceive that there was a strong relationship between their evaluation process, professional development, and self-efficacy. In fact, most of the principals indicated that although they were seeking a connection between the three factors, there was minimal to no relationship between them. The relationship most sought was between the annual evaluation and professional development. The school leaders desired professional learning experiences that were systematic, collaborative, and relevant. They perceived networking, coaching, and mentoring to be the most effective professional development opportunities. Based upon the participants' perceptions, the researcher provided several recommendations for improving the interdependency among the evaluation process, professional development, and self-efficacy and for 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.]