The purpose of this study was to identify considerations that influenced teachers' implementation of principals' evaluative feedback to improve instructional practices. The research question for this study was: What considerations contribute to teachers' applications of principals' evaluative feedback? Participants in this qualitative study included four elementary school principals and eight elementary teachers participating in the Wisconsin Educator Effectiveness system. Semi-structured interviews relied on considerations identified in current literature as supporting application of principals' evaluative feedback. Interview responses were analyzed for themes and constructs in an inductive process to better understand teachers' application of principals' feedback. Findings indicated that principals' capacity to deliver high-quality feedback and to encourage teachers' applications of it was essential in improving teacher instructional practices. Teacher participants reported that they desired feedback that promoted reflection, developed trust, and fostered growth mindsets. Participants indicated that they believed in opportunities for improved student outcomes through evaluative feedback. The study results may provide guidance for principals and superintendents on how to build capacity to provide high-quality feedback and improve teacher effectiveness for continuous school improvement. [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.]