The primary purpose of this study was to investigate the nature of the activities, processes, and structures used to link a teacher evaluation program to professional growth and motivation. A total of 52 teachers in the Johnson City (Tennessee) School District were selected by both random and purposeful sampling techniques to participate. Data were collected through quantitative and qualitative methods. Principals of the nine schools involved also participated in the naturalistic inquiry component of the study. Analysis of data revealed attitudes, behaviors, and perceptions of those involved in the implementation of a growth-oriented approach to teacher evaluation. The study identified critical elements within four major categories that influence the linking of teacher evaluation, professional growth, and motivation. The four major categories are: characteristics of the culture, characteristics of the administrator, characteristics of the teachers, and characteristics of the process. The critical elements were identified as follows: (1) a culture characterized by a trusting environment, collaborative relationships, and high expectations of growth; (2) administrators who are facilitators or coaches and resource providers; (3) teachers who are mature, responsible, and self-directed; and (4) a continuous process that is individualized, formative, and structured. (Contains 23 references.) (Author/ND)