To determine whether instructor effectiveness depends, in part, on where students sit in the classroom, student ratings of teachers on a comprehensive university-wide teacher evaluation form were analyzed. The form, The University of Connecticut Survey of Courses and Teaching, consisted of 5 demographic variables, an 11-item rating scale, and a 70-item diagnostic check list. Seat numbers were aggregated into entire rows, from front to back, and into 6 chunks representing aisled partitions of the class, so that seating position could be related to the other demographic and rating variables on the Survey. Univariate and multivariate analyses showed small but significant relationships between seating patterns and ratings. In a replication of the study with the same instructor the following semester, few of the original outcomes were found. In conclusion, seating patterns have a slight influence on perceived instructor effectiveness, but the influence is peculiar to individual classes and not generalizable across classes. The University of Connecticut Survey is appended. (Author/CP)