A research team consisting of doctoral students and their faculty advisor investigated the differences in perceptions, beliefs, and attitudes between school principals and teachers in a United States suburban Midwest school district using a qualitative embedded case study research design. Researchers interviewed all building principals; they invited 80 teachers who received summative evaluations within the previous 18 months to participate in the left- and right-hand column case method, 40 teachers participated; the team also examined district documents related to summative evaluations. Findings indicated that principals and teachers operate in Model I theory-in-use. (Contains 1 table.)