The purpose for this study was to ascertain the perceptions principals of public secondary schools in Minnesota have in relation to the evaluation of their job performance. Responding principals reported that past evaluations have been fair and consistent but have questioned their value with regard to professional growth. When asked if student achievement data should be included in the evaluation process, 88.7% of respondents agreed. However, when asked if the inclusion of student achievement data should make up 35% of their performance rating as mandated by state statute, 75.8% of respondents supported a lower percentage.