Canonical variate analysis was employed to measure the direction and intensity of relationships between student ratings of instruction and students' course-oriented attitude change. Change was defined as the residual post-course attitude scores when pre-course attitude scores served as predictors. The Adjective Rating Scale (ARS), a measure of course-oriented attitudes, was administered to students in 62 college classes on the first day of classes and during the final two weeks of the semester. ARS factors were labeled interest/affect, practical value, negative affect, and difficulty. The Instructional Development and Effectiveness Assessment (IDEA) Survey, a student rating of the quality of instruction, was administered to the students at the end of the course only. Two dimensions (course difficulty and positive interest/affect) were significantly related to residualized attitude toward the quality of a course. Students post-course attitudes that differed significantly from what was predicted were related not only to course variables, but also to the students' perceptions of instructor behaviors. Little information was available on either the test-retest reliability or the parallel form reliability of the measures used. (Author/RL)