This study, which took place in Maastricht (Netherlands), examined whether motivation affects the reliability of students' ratings about tutor behavior and whether different types of students have different expectations about tutor behavior. Four types of motivation were measured: intrinsic, extrinsic, and achievement motivation, and fear of failure. In addition, students' expectations about the importance of certain elements of tutor behavior were investigated. Student evaluation of instruction surveys were administered in 3 first-year courses in economics and business at the University of Limburg to 28 tutor-led small groups of 12 students each. The survey asked students to evaluate the performance of their small group's tutor. A total of 253 students completed the forms. Results showed that motivation was significantly, though weakly, related to students' ratings and students' expectations of tutor behavior. In addition, evaluations of tutor behavior were significantly correlated with intrinsic motivation, i.e., students' interest in course subject matter. Examination of the gap between students' perception of what tutors actually do and what tutors ought to do was found to be related to fear of failure. That is, the more students were afraid to fail, the less a tutor did what the student thought he/she ought to do and the more the student depended on the tutor's supportive role. (Contains 11 references.) (JB)