After a review of literature on teacher attitudes about teacher evaluation, an assessment was made of secondary school teacher attitudes toward their evaluations and the changes they would like to have made in evaluation procedures. Results of a questionnaire, responded to by 40 teachers, revealed: (1) The more years of teaching experience a teacher had, the fewer evaluations made per year; (2) There was a positive relationship between a teacher's perception of the main purpose of evaluations and changes made in teaching techniques after evaluation; (3) Teachers are apt to make changes in their teaching if they accept their evaluations as accurate; (4) A majority of teachers did not regard their evaluations as accurate assessments of their teaching performance; and (5) Teachers would like to have more input in evaluation procedures. A bibliography and the attitude measurement instrument are appended. (JD)