This study examined special education teachers? lived experiences with their state evaluation system. A critical practice approach to policy analysis was applied to gain insight on their perceptions of high states evaluation systems and provide perspective of the impact of the system on their instructional practices and students' learning. Use of this approach recognized that teachers are part of the policy process and shed light on the complex process of policy implementation within special education.Six Ohio special education teachers who were evaluated by Ohio's Teacher Evaluation System 1.0 and 2.0 were represented in this study. A qualitative phenomenological approach was used to obtain the results for this study. Semi-structured interviews, classroom observations, and a focus group were conducted for data collection instrumentation. Data was analyzed and three major themes emerged: 1. Current evaluation systems were not aligned to special education environments. 2. Teachers view current high stakes evaluation systems as rating systems versus growth models. 3. Positive or negative experiences with teacher evaluation systems are dependent on the evaluator. Results of this study provide evidence of special education teacher experiences with evaluation through the voices of special education teachers directly involved and filled in gaps between the policy and the actual practice of the policy. Results also shed light on the negotiations, actions, and decisions special education teachers make because of teacher evaluation policy and will be used to inform future reform efforts related to teacher evaluation of special education teachers. [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.]