This article uses longitudinal student-level data from the American University of Sharjah, a large comprehensive university in the Middle East, to examine the relationship between student evaluations of teachers and current and future student achievement. Our model strategies control for the observed and unobserved heterogeneity of students and use unique instruments. We find that when all disciplines are examined together there is a positive relationship between current evaluation and current grade point average (GPA) but a negative relationship between past evaluations and current GPA. Discipline-specific estimations find the same results in the math and science course subsample, but for other course types there is little relation between evaluation and GPA.