This article delves into student course feedback using publicly available data from the University of North Texas. It examines factors influencing elevated student course evaluation ratings in the Information Technology and Decision Sciences department. The study reveals a positive relationship between higher response rates and better evaluation scores. The challenge index, individual course engagement, and difficulty are linked to higher scores. Course level impacts scores, with higher-level courses receiving higher ratings. This prompts further investigation into why full professors may not outperform associates in student ratings, advocating for broader research into characteristics influencing course evaluation performance. The study contributes valuable insights into academia and fostering discussions on business faculty assessment.