The degree of relationship between observed faculty personal characteristics and judged teaching effectiveness was investigated. Students in a liberal arts college rated faculty on two typical teaching instruments and the Osgood Semantic Differential. Data came from 1,500 student judgments on 108 (86 percent response) faculty. Factor analysis, analysis of variance, and multiple regression analyses showed that personality and teaching effectiveness are highly correlated (0.69), that Osgood factors can predict a multiple R=.88 for teaching effectiveness, and that dynamic, pragmatic, amicable, and highly intellectually competent faculty receive statistically significantly higher teaching competence ratings. (Author)