This study addressed researchers call for collecting the perceptions of how Texas Teacher Evaluation and Support System implementation and feedback affect prekindergarten teachers' instructional practices and the alignment of the T-TESS instrument to the Texas prekindergarten guidelines because the focus of such research is usually on teachers of higher grades (FriedmanKrauss et al., 2020). The purpose of the present qualitative study was to determine prekindergarten teachers' perceptions of how the T-TESS evaluation and feedback process affect their instructional practices. The qualitative design was applied to answer the following research question: What are teachers' perceptions of how the T-TESS evaluation and feedback process affect their prekindergarten instructional practices and effectiveness as a teacher? Six participants participated in one-on-one interviews, four participated in a focus group interview, and the six participants' annual observations were analyzed. All of the participants work in the same district that began using T-TESS as their evaluation instrument during the 2016-2017 school year. Although the six participants' teaching experience levels varied, all participants indicated having no previous training or knowledge of T-TESS prior to receiving training as teachers in their current district, including at the university level or in a teacher preparatory program. The three themes that emerged from the study were the following: (a) Perceptions of differences between T-TESS and Texas Prekindergarten Guidelines; (b) Prekindergarten Guidelines provide more clarity and guidance than T-TESS for prekindergarten teachers; and (c) T-TESS evaluations provide feedback that is beneficial. Recommendations for policy and practice include examining the Texas Teacher Standards and the Texas Prekindergarten Guidelines to provide clarity for T-TESS appraisers and prekindergarten teachers. Additional professional development for appraisers and prekindergarten teachers to deepen the understanding of how the T-TESS domains can be used to support prekindergarten instruction is also recommended. Finally, future study recommendations include replicating the study with a larger sample of prekindergarten teachers and including T-TESS appraisers in future qualitative studies. [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.]