Book excerpt: This study examined the perceptions of principals in a suburban southeastern Pennsylvania county regarding the Framework for Leadership evaluation process. This explanatory sequential mixed-methods multiple case study was designed to explore and explain the relationship among the collection of evidence, the providing of feedback, and the principal's perception of the Framework for Leadership. The Framework for Leadership was first implemented during the 2014-2015 school year, and to date there is no existing research on the extent to which it is improving principal practice. Improved principal practices lead to increased student achievement. The first phase of the study included quantitative data collected from 40 principals via an electronic survey questionnaire about how they perceive the evaluation process through the use of a published survey, the Teacher Evaluation Profile (TEP). The TEP is designed to better understand teachers' experiences with the evaluation process and can be applied to principals' experiences with the evaluation process as well. Therefore, this study used a revised version of the TEP named the Principal Evaluation Profile (PEP). The second phase of the study included qualitative data collected from three school districts during focus group interviews. The three focus groups each contained two to three principals from the same district and consisted of one group in each of the following areas: highest average perceptions of the evaluation process, lowest average perceptions of the evaluation process, and neutral average perceptions about the evaluation process. The qualitative data was used to further explain the quantitative data in order to study principal perceptions of the Framework for Leadership evaluation process.