This study explores the perceptions of elementary school principals on the Compass teacher evaluation system in a Southern Louisiana school district in the United States. There were seven themes that emerged from the qualitative data analysis: compliance, subjectivity, accountability, expectation, confinement, inconsistency, and helpfulness. Data analysis led to the following major findings: (a) all principals comply with the functions of Compass; (b) principals experience subjectivity when using the Compass teacher evaluation system; (c) principals believe that Compass holds teachers accountable for their performances; (d) principals would like Compass to be consistent, unambiguous, and not place limitations on teacher practices; and (e) principals experience a lack of involvement and support from the central office.