The music education profession is faced with two serious problems regarding the (mis)use of data in music teacher evaluation. The first has to do with the quality and kinds of data that music teachers have been forced to use; the second is concerned with how these data are being used in the music teacher evaluation process. The evidence I will use to support this argument will come from two sources. First, I will present a short review of policy briefs targeting the use of data in teacher evaluation in general education. Then, to provide a music-specific context, I will turn to the body of scholarship in music education that has focused on these issues. I will conclude the article by providing suggestions for how we can both use better data in music teacher evaluation and use these data in better ways to inform music teacher evaluation. I will also offer some general recommendations for consideration by music educators and policymakers interested in improving the process of music teacher evaluation.