The purpose of this study was to determine teacher perceptions of the impact on instructional practice when using a complex, standards-based performance evaluation system. The study used expectancy theory to investigate teacher expectancy (did they believe they could enhance their practice to the identified program standards?), instrumentality (did they believe positive outcomes would result from their trying to meet the program standards?), and valence (to what extent did they value the outcomes from participating in the process?). The study also investigated seven factors previous research has shown to positively impact teacher perceptions and acceptance of a performance-based evaluation process.