The purpose of this qualitative study was to determine the perceived level of self-preparedness of building level principals to conduct effective teacher evaluations and to identify the future professional development needs while using the Georgia Teacher Keys Effectiveness System. The study conducted a program evaluation needs assessment that addressed further training needs of principals to effectively use the evaluation instrument so future professional development can be planned. As schools work toward meeting the higher standards of new teacher evaluation instruments, finding key areas where principals need further training to use the instrument was the objective of this study. Hence, the questions that were posed in the study addressed how building principals report how they were prepared to implement the instrument and give effective feedback while using the evaluation instrument, what the feelings toward the instrument are in contrast to others used, what the benefits and challenges of using the instrument might be, and what additional professional development they need to become effective evaluators. A qualitative approach was implemented in a three-stage process. The participants were part of two semi-structured individual interviews and a single focus group interview.