The reliability and validity of the Student Opinion Survey of Teaching (SOST) were assessed, and normative data were provided for judging its value in the evaluation of faculty teaching. Data were collected from 2,229 students enrolled in 93 classes taught by 53 instructors in 12 academic disciplines at the University of Windsor, Ontario. Internal consistency of the SOST was moderate to relatively high on three sections; however alpha coefficients for two sections were unacceptably low. Low but significant positive correlations were found between eleven of the SOST items and student achievement in an introductory psychology course. These findings provided evidence that the instrument possesses a certain degree of criterion-related validity. Five factors accounted for 55% of the variance in item responses: instructional skill, student teacher interaction, work load, instructor's organization of the course, and feedback. Results indicated that a student's major may affect his or her evaluations of courses and instructors, upper-level students tend to rate instructors more favorably than lower-level students, superior or above average students tend to give their instructors better ratings, and elective courses are rated more favorably than required courses. The author suggests that although the SOST is valid and reasonably stable, the instrument should not be adopted in its present form without revision and further testing (MV)