Despite extensive research on teacher evaluation, limited attention has been given to the lived experiences of visual and performing arts (VPA) teachers and the school-based administrators responsible for their evaluations. Existing literature highlights themes of administrator preparation, discipline-specific teacher evaluation, efficacy, and ongoing professional development needs. However, gaps remain regarding the unique content knowledge required in the VPA subjects and the challenges administrators face in evaluating these specialized areas. This hermeneutic phenomenological study explored VPA teachers' and administrators' perceptions of the standard teacher evaluation tool, particularly within the instructional practice component. The study aimed to identify perceived barriers and benefits of VPA teacher evaluations and uncover insights for improving evaluative practices. Findings reveal a shared recognition among teachers and administrators of the limitations imposed by district-mandated evaluation tools. Teachers expressed understanding of administrators' challenges in evaluating disciplines outside their expertise, while administrators noted that district evaluation rubrics do not fully capture the instructional nuances of VPA teaching. Both groups demonstrated a deep commitment to their roles and responsibilities within the school community. [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.]