This study explored whether teachers who have experienced the new Massachusetts evaluation system as a pilot, perceive it as a valuable process. The federal grant process required states to redesign evaluation systems that fostered effective teaching and included student achievement data in educator evaluation systems. Massachusetts designed a model system that incorporated teacher self-reflection based on a comprehensive teacher evaluation rubric, the setting of SMART goals to improve professional practice and student achievement, as well as evaluations based on the comprehensive teacher evaluation rubric which represents the standards and indicators of effective teaching. Teacher perceptions were measured using survey and focus group data to describe their experiences with the pilot of the new evaluation system. Understanding the differences in teacher perceptions will foster future positive implementations and improvements in teacher performance and, perhaps, student achievement. Positive improvements in teaching practice hold the potential to increase teacher quality as well as student achievement.