This research represents the perceptions of two hundred (N = 200) students enrolled in a doctoral-research university's basic instruction program (BIP) regarding their instructional experiences. The purpose of this interpretive case-study conducted in a doctoral-research university's BIP was two-fold: (a) to examine the characteristics of participants including the motives for enrolling in BIP courses, perceived value of these courses, and aspects of the BIP course structure that was most beneficial and least beneficial; and (b) to obtain student perceptions of the current BIP course teaching effectiveness evaluative process. Findings suggest that participants in BIP courses: (a) valued their instructional experiences; (b) appreciated the opportunity to provide non-traditional evaluative feedback concerning course structure and content; and (c) primarily enrolled in the courses to learn a new activity/skill and to socialize with peers. Implications from this research served as an impetus to develop more effective GTA instructional development and BIP course curriculum delivery processes. (Contains 2 tables.)