Due to the required amount of time, financial resources, and the potential effects of the evaluation on teacher performance and student learning outcomes, teacher perceptions and experiences with the Georgia TKES need to be examined. This quantitative non-experimental design study aimed to examine the perceptions and experiences of teachers with the Georgia TKES evaluation, considering factors such as time, financial resources, and potential effects on teacher performance and student learning outcomes. The purpose was to determine whether teachers have buy-in for a standards-based evaluation instrument that could potentially change their behavior. The study also explored whether there were any differences in perceptions based on teacher characteristics such as experience, grade level taught, and level of education. Data was collected from 347 respondents using the Teacher Survey of the Georgia TKES. The findings of the study indicated that gender had a significant effect on both perceived accuracy and perceived level of creativity, while grade level had a significant effect on perceived influence and perceived level of creativity. The interaction between the number of years certified as a teacher and educational level also had a significant effect on perceived level of creativity. Additionally, there were significant differences by the ratings for the TKES, TAPS, and SGP training on all three dependent variables. This study has the potential to provide new insights and findings that were not previously considered, which could lead to further opportunities for improving teacher performance.