This paper explores the impact of the Texas Teacher Appraisal System (TTAS) through an analysis of interviews with 24 high school English teachers. The first part of the paper discusses the development of the TTAS and the second section describes the study. The teachers were asked if and how the TTAS had affected their teaching performance, what were positive and negative aspects of the system, how they would change the present system, and what would constitute an ideal system. Responses revealed that: (1) all but one of the subjects indicated that the TTAS had affected their teaching performance during evaluation; (2) more than a third of the subjects indicated that the TTAS had caused them to reflect on their teaching; (3) the most frequently mentioned negative aspect of the TTAS was that teaching performance could be staged or rehearsed for evaluators, also that too much depends on the relationship between the teacher and the evaluator; (4) the subjects indicated that evaluation should not be tied to monetary gain, observations should be unannounced, and evaluation should be based on more than classroom observation; and (5) a majority of the teachers believed the purpose of an ideal evaluation system should be individual growth or professional development. To correct what teachers perceive to be problems with the TTAS would require a shift from a summative to a formative evaluation emphasis. (JD)