DescriptionThis study examined New Jersey public school music teacher attitudes and perceptions of state mandated evaluations performed upon them by comparing teachers evaluated by administrators having a music degree with those evaluated by administrators who did not. Music teachers evaluated under two contrasting state approved evaluation models, Charlotte Danielson’s Framework for Teaching, and James Stronge’s Teacher Effectiveness Performance Evaluation System were included in the study. Research questions were to what extent evaluator background and evaluation model type act as independent factors or interact in influencing music teacher attitudes and perceptions of the evaluation process. The design was a 2 X 2 analysis of variance with the factors Administrator Type and Model Type. Qualitative analysis of an open-ended response was included. Participants were drawn from New Jersey K-12 active public school music teachers (N = 308). Outcome variables were derived from a Likert scale survey developed for this study measuring teacher attitudes and perceptions encompassing four domains. Results indicated more favorable perception between respondents when the evaluation was performed by administrators who had a music degree than when they did not at significant (p < .05) and highly significant (p < .01) levels. Results indicated more favorable perception between respondents when the evaluation utilized the Danielson model than the Stronge model at significant (p < .05) levels, yet interaction between the factors of evaluator and model type were encountered at significant levels (p < .05) for questions pertaining to professional growth and evaluative philosophy. Findings suggest that the factors of administrator and model type did not act independently in influencing music teacher perception but operated together. Additional research directed towards administrator/model type interaction in the influence of music teacher attitude and perception is recommended.