While many states have adopted new requirements for teacher evaluations in pursuit of Race to the Top funding (Darling-Hammond, 2013), this qualitative case study of one Rocky Mountain school district that has been working on developing a system of supervision and evaluation to support teacher effectiveness for over a decade examines how teachers believe the supervision and evaluation practice impacts their daily classroom instructional practices. Five themes emerged from the interview data of 30 teachers across the district and in diverse teaching positions. Feedback, quality of relationships, the evaluation rubric, modeling, personal integrity, and self-reflection were identified as mechanisms that enabled teachers to benefit from the existing system. These themes revealed the complexity of the system in which multiple mechanisms must work in coordination in order for teachers to realize the benefits in their daily instructional practice.