This mixed methods study examined the relationship between school districts' principal evaluation practices and their impact on student achievement in mathematics and reading. School achievement data were collected from a sample of 41 campuses representing 27 Texas school districts. Data were also solicited from a convenience sample of campus principals who were administered the "Principal Evaluation Attributes, Feedback and Perception" survey to measure their perceptions concerning the evaluation process in the areas of accountability, increased student achievement, professional growth, incentives for improvement, adherence to policy, and fostering school climate. Findings indicated no correlation between principal evaluation instruments and student achievement. Survey results indicated that evaluation processes within districts are perceived as merely a checklist for complying with district policy and have little impact on principal professional growth or student achievement.