This study was designed to explore veteran teachers' perceptions of the Texas Teacher Evaluation and Support System (TTESS). The study compared past appraisal systems with the current system (TTESS), regarding teacher growth, practices, and development, to determine if implementation of the new system has been helpful for teachers. For this study, 23 teachers from a rural school district in Texas were interviewed in five focus groups. Responses were transcribed then categorized to develop major themes. Results of the study suggest that TTESS has been effective for this Texas district and meets the needs of most teachers due to its individualized design. The study suggests that teachers want evaluations to include honest feedback of specific areas for improvement, then ongoing coaching in the area of concentration. Additionally, the study found that teachers want professional development to be individualized and hands-on. For school administrators, these findings may provide a better understanding of how to help support teachers throughout the evaluation process.