Working with the South Carolina Department of Education, the authors surveyed prekindergarten and kindergarten teachers whose schools participated in a quality rating system to see what they did to get ready for the observation and what they thought of the evaluation process. The authors also asked them what they thought about the quality of their teaching practices and classroom environments after the process. This article describes what the authors learned from teachers who participated in South Carolina's quality rating system, provides recommendations for how teachers can prepare for evaluations, and offers suggestions for how to set up effective classroom evaluation systems.