The objectives of this study were: (1) to determine if a student's attitude toward his role as a rater of teacher behavior could be changed to become more positive as a result of his orientation to that role; (2) to determine if the choice of the student to continue to rate could be influenced; and (3) to determine if the inter-rate variability could be reduced and a more uniform frame of reference developed. An attitude scale concerning the role of students as raters of teacher behavior was developed and administered to two equal groups, randomly drawn from the Fall 1969 freshman class at Freed-Hardeman College. Three group counseling sessions were held to explain the purpose of rating, importance of student opinions efforts being made by the faculty to improve instruction, use of the data collected and possible benefits to students which could occur as a result of their participation as raters. Findings indicated that the orientation did not significantly affect the student's attitude toward his role as a rater, nor his decision to continue as a rater. The control group was predominantly disposed toward rating, and hence there was no significant difference between the two groups on the choice of rating. (Author/AF)