The purpose of this case study was to explore the perspectives of T-TESS administrative feedback for teachers in an urban school district. Interviews were conducted with 10 teachers, employed by the district, who provided their experiences with being evaluated with the system and perspectives of feedback from their evaluator. Responses were transcribed and then organized into major themes. Results of the study suggests that administrators are complying with T-TESS collaboration requirements. The study suggests that T-TESS feedback has positively-impacted teacher morale and student achievement. Additionally, the study found that teachers want feedback, and views suggested professional development as a positive way to grow in the field of education and to improve classroom practices. For local education agencies and teacher preparation programs, this study places focus on the influence of the feedback related to teacher evaluations when systems are created to guide administrators and teachers. For administrators, this study may provide an insight into the impact the experience of feedback has on teachers. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]