The relationships between policy and research, even in a period when commitment to developing evidence-informed policy is strong, are highly problematic. To demonstrate this argument, we refer to the results of a research program that attempted to draw from theoretical models of educational effectiveness research and theories on leadership implications for the development of a reform in the national teacher and school evaluation system in Cyprus. The main value assumptions and theoretical principles upon which the current evaluation reform in Cyprus is built will be presented. Moreover, the extent to which stakeholders’ reactions to the proposed system were associated with their personal interests and concerns will be examined. It will be shown that stakeholders were critical of proposals which they thought that could reduce their professional power. Finally, it will be argued that consensus could yet be reached if policymakers establish procedures to ensure clear understanding among stakeholders of both the theoretical assumptions of the proposed system and of the type of concerns that they have for the system.