Administrators often struggle in getting teachers to trust their school's evaluation practices-a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teachers' support for receiving evaluative feedback from a particularly controversial source: student-perception surveys. For our intervention, we took one of two approaches to asking 309 teachers how they felt about students evaluating their teaching practice. Control participants responded only to core questions regarding their attitudes towards studentperception surveys. Meanwhile, treatment participants were first asked whether teachers should evaluate administrators in performance reviews and were then asked the core items about studentperception surveys. Congruent with cognitive dissonance theory, this juxtaposition of questions bolstered treatment teachers' support for using student surveys in teacher evaluations relative to the control group. We discuss the implications of these findings with respect to increasing teacher openness to alternative evaluation approaches, and consider whether surveys show promise as a vehicle for delivering interventions. Shakespeare's winter of discontent may well apply to the current sentiment surrounding teacher accountability systems in the United States. Frustrated educational researchers lament that (over) emphasising test-score-based approaches to assessing teachers ignores major confounding factors such as poverty and the complexity of teaching (Berliner, 2013; Good, 2014; Koedinger, Booth, & Klahr, 2013). Teachers worry that they teach a narrower subset of curricula than ever before and that they often must spend, 'substantial instructional time on exercises that look just like the test-items' (Darling-Hammond, 2010, p. 71). To the chagrin of many policy-makers, almost all teachers continue to receive 'proficient' ratings despite principals reporting that the range of teacher competencies is more variable