This research examines how public school principals in Kentucky perceive their new teacher evaluation system and the proficiency exam they must take and pass in order to evaluate their staff. An online survey was developed and 308 out of an estimated 1,100 working school principals across Kentucky responded, yielding a response rate of 28%. Results showed that most Kentucky principals were not happy with the new teacher evaluation system and the proficiency test they must take. Responses suggested an average of three changes they would make to the evaluation system or the proficiency test; positive comments were rare. Targets for improvement include the software system used to enter teacher evaluations, the evaluation's student growth goals and student voice section, and more training from the state on how to use the new evaluation instrument. A majority of the principals might leave their job earlier than planned because of having to implement the new evaluation instrument; most also might leave earlier than planned because of the increased number of teacher evaluations they have to perform as part of the system or because of the increased emphasis on test scores in teachers' evaluations. Most respondents, however, agreed that using the new evaluation system has improved their school's instructional program and that the new instrument is preferable to their old teacher evaluation instrument. Most respondents felt unprepared to implement the new evaluation system.