The goals for this quantitative study were to examine principals' perceptions regarding supervision and evaluation within their own evaluations. Three research questions guided the inquiry: (1) What are the perceptions of principals' regarding their own supervision?; (2) What are the perceptions of principals' regarding their own evaluation?; and (3) What are the perceptions of novice and experienced principals' regarding formative supervision? This study followed a descriptive format and used a 20 item on-line survey to measure principals' perceptions. Participants solicited included 275 principals in a Mountain West state. Overall, principals were in agreement with 19 out of 20 statements describing their own supervision and evaluation, and principals with three or less years of experience believed superintendents used classroom walk-throughs as a way to monitor classroom instruction more than experienced principals. In addition, principals with three or less years of experience viewed the feedback in their evaluations as more valuable than experienced principals.