This study examines the perceptions, attitudes and beliefs of administrators and teachers in a Southwestern Illinois School District regarding the recent reforms in teacher performance evaluation. This study uses a qualitative approach and provides data from individual and focus group interviews to determine the extent to which the district is prepared to make the changes effectively. The findings show that while teachers and administrators perceive potential benefits to teacher evaluation reforms, they also recognize barriers to successful implementation. Implications provide strategies that would benefit the district in an effective transition to the new model of teacher performance evaluation.