A gap in the literature exists pertaining to the impact of academic entitlement on instructor performance evaluations. This study evaluates the relationship between academic entitlement and other variables on instructor performance evaluations. Through use of Amazon Mechanical Turk, 200 United States participants who finished a college-level course in the last six months were asked to participate in an incentivized survey study. The data is analyzed using IBM SPSS software via a MANCOVA and Mann-Whitney U test to determine the relationship between the variables. There is a significant entitled expectations score difference in instructor performance evaluation scores, in externalized responsibility score difference in instructor performance evaluation scores, and in instructor performance evaluation scores when analyzing the interaction between externalized responsibility and entitled expectations. There is a significant effect found in the interaction of academic locus of control with motivation and in the interaction of academic locus of control with clarity of instruction. Students, regardless of their entitlement levels, are just as likely to submit instructor performance evaluations. Finally, additional variables (i.e., student behavior, student performance, demographics) do not significantly influence the likelihood to complete the end of course instructor performance evaluation. The findings raise concerns of existing academic pandering of instructors towards students, which might be a threat to academic freedom and rigor. [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.]