Teacher evaluation has been a source for scrutiny, and early career teacher attrition rates are the highest among any subgroup nationally and in the state of Georgia. Research has indicated that high stakes teacher evaluation could be a cause of early career teachers leaving the field of education. While research has been done in other states and on other evaluation systems, there has been little to no research done in Georgia regarding early career teachers' perceptions of the motivational value of the Teacher Keys Effectiveness System (TKES)/teacher evaluation. This study's purpose was to describe the motivational value of the TKES/teacher evaluation for early career teachers at a northeast Georgia school district. Four early career teachers were utilized in this study who had all been evaluated using the TKES/ teacher evaluation for the entirety of their one to three year career. This study used a transcendental phenomenological approach to conduct a focus group and one-on-one, semi-structured interviews after the participants completed a reflective journal prior to their interview. Responses were analyzed using Moustakas's modified Stevick-Colaizzi-Keen method to develop individual and composite textual and structural descriptions and a final synthesis (Moustakas, 1994). [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.]