This study, conducted with 121 first-year teachers from a single suburban Houston area school district, provided insight into two key research questions: (1) What are the perceptions of new teachers regarding the PDAS as it was implemented on their campus? (2) What factors contribute to the perceptions of new teachers regarding the PDAS as it was implemented on their campus? This study was conducted in two parts. The first part was an online survey consisting of 24 Likert 4-point items designed to elicit responses regarding the individual teachers' experience with the standards-based evaluation. These survey scores were then totaled and ranked to determine the top and bottom scoring participants. The extreme scoring respondents participated in individual interviews regarding the specific contributing factors behind their perceptions of the evaluation. Interview data were then read and phenomena were coded to develop broad themes and sub-themes of information that occurred during each interview. The theme and subtheme codes were then organized into charts to reveal patterns between the highest and lowest survey rank participants. These patterns were analyzed to reveal factors that contributed to the negative and positive perceptions. This study found that the value a teacher placed on the evaluation process was influenced by the principal. In addition, teachers who felt well-prepared and well-supported by their peers and their principal viewed the experience positively, and teachers also placed a higher value on the process when they felt they received meaningful and timely feedback and/or were provided opportunity for self-reflection. Finally, this study found that the relationship teachers have with principals is not always a factor in their perception of the PDAS process.