The purpose of this study was to analyze case law related to teacher evaluation between 1980 and 2008 in the SREB states to determine the problems associated with teacher evaluation and if these problems were documented in the literature. Content analysis of teacher dismissal cases revealed many types of teacher evaluation problems. The two most frequent were in the categories of process and data. Problems revealed in case law provide evidence that teacher evaluation is a problematic practice and may be prevented from achieving its accountability goal. Since not all problems that were identified in case law were revealed in the literature, a conclusion of the study was that there were partial but selective gaps that exist. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]