Although researchers have studied the impact of teacher evaluation laws on teachers and administrators, we know very little about how administrators, who assume most of the responsibility for implementing the state-mandated teacher evaluation system, proceed in making use of the evaluation tool their district uses for its performance evaluation system for teachers. Using an ethnographic approach, this multiple-case study seeks to gain a more comprehensive understanding of these complexities by examining the practices of three assistant principals from the same southeast Michigan school district. Major findings triangulated using multiple data sources including reflective journaling, questionnaires, interviews, artifacts, and focus groups, revealed administrators face substantial challenges implementing the state-mandated teacher evaluation system. Nonetheless, they persist, developing innovative solutions (e.g., tools) to help them implement the system with fidelity and engage in continuous cycles of self-improvement, which leads to increased self-efficacy. [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.]