Relationships between grade-estimates and class-standing of college students and their ratings of selected instructor-characteristics were determined by chi square analyses of a standard questionnaire completed by 1,975 Ss enrolled in a state university. Students expecting high grades rated their instructors significantly higher than did those expecting low grades. Freshmen viewed grading policies more favorably than did upper-class Ss. Data indicate that instructors might seriously consider reducing the complexity of their classroom presentations for freshmen and, conversely, increasing the sophistication of their pedagogical skills for seniors.