This study examined perceptions of Illinois public elementary school principals regarding the effectiveness of their school districts' evaluation systems for special education teachers in promoting professional development and job performance accountability. Using an online questionnaire, 330 of the state's 1,551 elementary principals responded to items related to their special education backgrounds and self-assessments of their ability to evaluate general and special education teachers. Respondents reported their districts' evaluation systems were somewhat effective in evaluating general and special education teachers. Principals holding special education certification were significantly more likely to report proficiency with providing feedback to special education teachers in the seven key areas of responsibility identified by the Council for Exceptional Children.