Data were collected on 80 diverse items concerning student perceptions of teaching for a representative sample of 189 classes at a large university. The items were subdivided by type of focus into four categories: course content, objectives, and structure; instructor's behavior; instructional methods and materials; outcomes of instruction. The research investigated the interactions between type of item and student, course, and instructor characteristics such as degree of difference between actual and expected grades, instructor's highest degree earned and type of graduating institution, and cognitive complexity of the course. Test items used are included in the appendix. (Author/DEP)