This study was conducted to test the following hypotheses: (1) that student-centered teachers are perceived by their students to be more effective than subject-centered teachers, and (2) that the first hypothesis will hold true regardless of certain characteristics of students and faculty. Questionnaires designed to ascertain role-orientation were sent to 627 faculty members at five Pennsylvania community colleges in fall 1973; 278 (44 percent) responded. In addition, questionnaires designed to measure teaching effectiveness were sent to members of one class of each instructor sampled; of 27,283 students sampled, 12,396 (45 percent) responded. Results supported the first hypothesis, but failed to support the second; the relationship between perceived teaching effectiveness and role-orientation was strongly influenced by the student's expected course grade. Furthermore, faculty in the humanities, fine arts, and in education were seen to be more effective than faculty in other areas, whereas faculty in the social and behavioral sciences were seen to be less effective. Female teachers were perceived more effective than their male counterparts. Students with high GPA's and high course grade expectations tended to rate their instructors more highly than students with low GPA's and low grade expectations. (DC)