Higher education administrators lack strong understanding about using course evaluation data to make judgments and decisions. Using archival student course evaluation data from a pharmacy school, we examined (a) course evaluation instrument reliability and validity; (b) bivariate relationships between eight course rating items and the overall course rating; and (c) course type, course level, and GPA as moderator variables. The results revealed strong evidence of validity and reliability; eight significant bivariate relationships (r = 0.756-0.565); and pharmacy practice course as a significant moderator (r = -0.247). Higher education administrators should consider individual course evaluation item ratings when making decisions. The findings support awareness of practice and policy issues pertaining to using course evaluation ratings in educating diverse democracies.