This qualitative study examined teachers’ perceptions of collaboration in a northeastern US state within the context of high-stakes teacher evaluation. Teachers were asked about collaboration via an open-ended prompt (n = 1336). Data were evaluated through the professional capital framework. Themes included: pockets of collaboration, inclusion versus isolation, administrator relationships and supports, and time. Results suggested that teacher evaluation changes reduced social and decisional capital via lost autonomy; usurped collaboration time; diminished administrator instructional leadership; and increased teacher competition. However, the changes forced teachers to collaborate, though counter to their preferences, around student data and research-based practices.