This is the first study done in Cambodia wherein students used the Student Evaluations of Educational Quality (SEEQ) evaluation tool to evaluate the teaching quality of their instructors. Respondents were instructors and students from the English Language Support Unit at the Royal University of Phnom Penh. This study generated data from mid- and end-of-semester administrations of the SEEQ, mid-semester consultations with teachers in the experimental group, and end-of-semester debriefings with teachers and students. The data generated in this study provides an early understanding of what instructors and students in a Cambodian university setting think about students evaluating instructors' teaching and the impact of gender on teaching quality. Overall, data indicated that both instructors and students believed that students were sufficiently observant and ethical to provide useful feedback to instructors. Respondents believed that instructors would use this feedback, self-evaluations using the SEEQ, and consultations, to improve their teaching. Most instructors and students indicated they believed that student evaluations of teachers (a) did not cause instructors' to lose Face, (b) were culturally acceptable for students to do, and (c) should occur every semester. Most respondents indicated they believed women to be as competent teachers as men. Further, that teaching ability, not gender, was the most appropriate metric to use when evaluating instructors. Lastly, respondents noted that as female instructors were primarily responsible for the domestic chores in their homes, they had to balance the demands of their jobs with childcare, housework, and other family responsibilities. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]