The current study investigates graduate student perceptions of educator effectiveness. This study is the follow-up to a pilot and instrument validation study conducted by the researcher. The findings of the previous study indicated student biases in areas such as gender, age, teaching style, learning style, grade awarded, and educator personality traits significantly influence undergraduate student perceptions of educator effectiveness. In the present study, a modified version of the pilot instrument was distributed to both on and off-campus (distance education) graduate students (N = 32). Findings suggest graduate student perceptions of educator effectiveness are also impacted by student-held biases. Further, graduate and undergraduate findings are compared and contrasted. (Contains 2 tables and 3 graphs.)