This poster will examine the differences in the perceived music teacher effectiveness as seen by two populations: 32 music teachers and 32 school administrators. The participants viewed and evaluated samples of simulated music teaching. The study employed a set of four counterbalanced videos that showed varying degrees of teacher affect and teaching accuracy. The videos showed either high teaching affect with accurate instruction, low teaching affect with accurate instruction, high teaching affect with inaccurate instruction, or low teaching affect with inaccurate instruction. The results were then analyzed using a repeated measures ANOVA to answer four research questions: 1 - What is the effect of accuracy on the overall perceived teacher effectiveness? 2 - What is the effect of teacher affect on the overall perceived teacher effectiveness? 3 - Do teacher accuracy and teacher affect interact? 4 - How do the responses of music teachers compare to responses from school administrators? The results show that teacher affect had a significant impact on the opinions of the participants regarding their view of perceived teacher effectiveness. The results further showed that although the two populations show similar trends in terms of teacher affect, teaching accuracy had differing trends between the populations. Further analysis revealed that the two populations only agreed on one video, high teacher affect paired with accurate instruction.