The purpose of this study was to understand the behavior of professors as a consequence of receiving student evaluations. To address this purpose, a single research question directed this study: In what ways and to what extent might faculty compromise good pedagogical practices for positive student evaluations of teaching? A qualitative research design was used to understand the phenomenon of student evaluations. The study was a descriptive phenomenology because it describes an experience instead of interpreting it. Data was collected through semi-structured, in-depth interviews, document and literature review, and analysis of field notes and journals. Participants for this study were 10 full-time professors from a college in Michigan. The researcher was the primary instrument in data collection and analysis. Data analysis went on concurrently with data collection. This gave the researcher an opportunity to test emerging themes and categories against subsequent data. Internal validity and external validity was provided. Reliability was also addressed. All data was kept confidential and stored in a secure location. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]