The ability of personality and interest measures to predict faculty ratings of student performance better than academic measures was examined with 84 graduate and senior level undergraduate special education university students and 11 faculty members. Data from eight criteria measures, such as the Beta Biographical Inventory, California Psychological Inventory, Miller Analogies Test, and the Strong-Campbell Interest Inventory were compared with faculty ratings in the areas of effectiveness, flexibility, responsibility, and sociability. Results indicated that the traditional academic criteria of achievement tests are poor predictors of faculty ratings of student performance. The personality and interest inventories were both the strongest and most consistent indicators of faculty preference of student characteristics. (IM)