Extending research on instructional dissent beyond student reports, this study examined the potential for students' expressed dissent to have deleterious effects on faculty members. Instructors (N = 113) completed surveys about students' instructional dissent regarding their classes and reported their own burnout, commitment, satisfaction, and efficacy. Results indicated that (a) expressive dissent was positively related to emotional exhaustion and negatively related to teaching satisfaction and classroom management efficacy; (b) rhetorical dissent was positively related to instructional strategy efficacy; and (c) vengeful dissent was negatively related to affective organizational commitment and teaching satisfaction. Thus, the types of instructional dissent differentially impact instructors' professional outcomes, providing insight into stressors for faculty members.