The focus of this case study approach was to better understand the perceptions of the practicing administrators and their evaluation of science classes. Six practicing principals were asked at least ten questions which led to conversations about their role and comfort level with evaluating science teaching. The administrators varied in their comfort levels with science instruction and knowledge of best-practices. After interviews were conducted, a follow-up questionnaire related to research-based instructional practices (e.g., inquiry, the 5E model, and other Standards-based science teaching practices was sent to each principal. Findings suggest that principals' evaluations are dependent upon their own science classroom experience and that best practices in science education are not prioritized.