This paper reports on the investigation of the operation of the Teacher of the Year Award program in 28 states. It focuses on the method of selection for recipients of this award, and explores the nature of the judging process used in selecting candidates at both the state and national levels. Specific objectives are: (1) to determine the criteria and procedures used for selection of award recipients; (2) to document how judges are selected and to describe the training these judges receive; and (3) to compare the selection and training procedures for judges of the Teacher of the Year Award with procedures used in other disciplines. The study indicates that judges of livestock and dog competitions receive more training and experience than those who select the teacher of the year. Data from this study suggest that the conceptions of teaching and its evaluation which are reflected by this award, if not inaccurate, are disconcerting. Classroom behaviors, application of verified teaching strategies, and effects upon students are included in the selection criteria utilized by only two of the 28 states in the sample. A number of policy implications are explored in this analysis. (Author/MDE)