Teacher accountability has gained attention since the reauthorization of the Elementary and Secondary Education Act, also known as, No Child Left Behind (NCLB), enacted in 2002 by then President George W. Bush. Research shows a strong correlation between effective teacher instruction and student achievement, yet the area of feedback to teachers on their instruction lacks both a breadth and depth of research. The purpose of this mixed-methods study was to examine if teachers perceive the feedback their administrators provided them during Walk-Throughs to be valuable and if the feedback helped them to improve their instructional delivery. Thirty-two elementary teachers, who received at least four Walk-Throughs by building administrators, was the typical simple convenience sample. Feedback given during informal Teachscape "Reflect" Walk-Throughs was compared to Charlotte Danielson's Framework for Teacher Effectiveness: "Domain III: Instruction," for the purpose of determining if there was a trend in the feedback specific to individual teachers. The teachers were then asked to complete a questionnaire and participate in an interview to survey their perceptions regarding whether or not the feedback they received had value and if it was used to improve their instruction. The findings of the study, demonstrate that while teachers need feedback for their evaluations, in order for the feedback to be of value, it must be specific and relate to the Danielson Framework so teachers can clearly understand their administrator's expectations for their classroom instruction. [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.]