The focus of this qualitative case study is on an attitudinal change of teachers towards teacher evaluation with the implementation of a new evaluation system. The goal of this qualitative case study was to gain an understanding of how the implementation of the new New Jersey teacher evaluation system relates to teachers' attitudes toward evaluation in an eastern New Jersey school district. This study presents a history and evolution of the accountability movement in education; it also reviews literature regarding the efficacy of performance based teacher evaluation systems. Furthermore, an overview of the national movement towards performance based teacher evaluation systems is presented, followed by an in depth explanation of the New Jersey legislature and regulation of teacher reform. The methods employed in this qualitative case study include interviews and focus groups of participants, collection of artifacts, and an outline of historical events. The data was analyzed using coding and triangulation techniques to gain an in-depth understanding of how the implementation of a new teacher evaluation system relates to teachers' attitudes. [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.]