Teacher evaluation systems have evolved over centuries based on how cultures view the profession. Currently, one of the most used evaluation tools is Danielson's framework for teaching (FFT), which has been in use for over 20 years. In this qualitative study, 12 teachers across different high schools shared their experiences of the framework's impact on their instructional practices, particularly in Domain 3: Instruction. The results from this robust study were viewed through the lens of adult learning theory, implicit theories of intelligence, and sensemaking theory. The results indicate that most teachers view the FFT as a guide to creating effective lesson plans. A few teachers shared that the framework does not impact their instructional practices. However, most teachers expressed a positive impact, such as the framework allowing teachers to become more organized, collaborative, and reflective. In addition, teachers perceived that the framework enables them to focus more on specific student outcomes such as student engagement and peer assessment. Teachers also perceive that evaluators who have subject content knowledge provide higher quality and actionable feedback. The results show the importance of providing opportunities for teachers to reflect on teaching, collaborate, and share best practices as outlined in the FFT. In addition, evaluators must be trained to provide actionable feedback. [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.]