The authors examined the relative importance of 4 attributes of decision making for student evaluation of teaching effectiveness: perceived knowledge base of the professor, professor's delivery style, course organization, and course workload. Participants were 234 counseling graduate students from 6 midwestern universities in the United States. Data were analyzed with classic conjoint analysis using an additive model with full-profile method. Results indicated that decisions about teaching effectiveness are complex and based on multiple attributes. There was sufficient variability in the decision-making process to warrant caution in overgeneralizing results. Implications for faculty development and faculty hiring are considered.