An attitude rating scale and instructional assessment survey were administered in 62 classes at the State University of New York at Cortland to examine the relationship between student ratings of instruction and students' course-oriented attitudes. The Adjective Rating Scale (ARS) was designed to measure course and program-oriented attitudes, and the Instructional Development and Effectiveness Assessment (IDEA) Survey was designed to define teaching effectiveness through student ratings of course objectives and instructional behaviors. Sample items from both instruments are appended. Interest/affect, practical value, negative affect, and difficulty factors were extracted from preliminary analysis of the ARS. Faculty teaching style, faculty empathy towards students, student cognitive gain, examinations, student personal gain, course organization, and student workload were identified from preliminary factor analysis of the IDEA Survey. Canonical variate analysis was implemented to determine the common variance of the IDEA and ARS. Student course-oriented atttitudes and student ratings of instruction were highly related, and overlapped in three dimensions: difficult courses taught by instructors with little empathy, courses with high interest/affect taught by good instructors, and courses with little practical value but high affect and student personal gain. Those researching student ratings of instruction are urged to integrate their work with materials concerning attitude structure, acquisition, and change. (Author/JAC)