Teacher evaluation and school culture have been identified as powerful shaping forces in the quality of education. The purpose of this quantitative correlational study, based on a constructivist theoretical framework, was to determine the relationship between teacher evaluation and school culture in a suburban school in the northeastern part of the United States. Research questions focused on the relationship between the purposes and procedures of evaluation and 5 of the 6 factors of collaborative school culture as determined by Gruenert used to measure school culture. This survey research design used data from a self-report survey given to elementary school teachers (N = 75). The Chi-square analysis results indicated that the teachers perceive a relationship between teacher evaluation and an aspect of unity of purpose ?[superscript 2] (6, n = 44) = 14.56, ? < 0.05. Additionally, results revealed that teachers perceive a relationship between teacher evaluation being focused on student achievement and teachers' engagement in dialogue about their professional practice ?[superscript 2] (9, n=44) = 18.37, ? < 0.05. The study may contribute to social change by providing data for educators to improve the quality of education and revise existing teacher evaluation practices in an effort to have those practices reflect current research. These data suggest the presence of a collaborative culture, and hence, greater opportunities for educators to use the evaluation process as a professional development opportunity. [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.]