Teacher Performance Appraisal has emerged as the most significant and a vital tool for all the educational organizations. The organizations seek to assess the employees, especially the teaching staff, in order to develop their professional competence and enhance their performance with the provision of reward and other fiscal incentives. The purpose of this study was to unveil the positive impacts of the current appraisal model that the AKES, P has introduced in schools across the country. This research study was carried out under the qualitative research paradigm. Under which a phenomenological study method was used to collect the required data, where semi-structured interviews and document analysis remained the major data collection tools. There were total ten research participants, which included two head teachers as appraisers and eight teachers as appraisees from two secondary schools of Gilgit-Baltistan. The respondents were selected through purposive sampling where teaching experience in terms of number of years endured the independent variable. The data reveal that the current appraisal system has been very influential in order to maximize teachers' professional development opportunities and enhance students' academic achievements since its inception across the organization. The data also indicate that the current appraisal system has not only benefited the staff but has also contributed to the organizational effectiveness and progress. The study further reveals that the appraisal model despite being an effective one will not be productive unless there are well qualified appraisers and multiple sources of data for the final appraisal process. Therefore, the study suggests the organization to arrange trainings and orientation sessions for the appraisers. Similarly, there is a great need to bring about changes in the current appraisal procedure and process.