The study described in this report was conducted at the State University of New York (Geneseo) to determine which instructional variables were most responsible for students' liking or disliking for a course (student affect), course satisfaction, and voluntary participation in additional course work in a field (behavioral intent). The report first reviews research on the variables that influence students' attitudes toward a course, on course satisfaction, and on behavioral intention, and presents the research questions that were developed on the basis of these studies. The report then describes the study methods, indicating that the subjects were 262 undergraduates enrolled in ten courses representing a variety of course structures, contents, and instructional styles. Next, the report describes the instruments used to measure the predictor variables (i.e., course content, instructional method, text and readings, interaction with instructor, and the following dimensions of teacher credibility: sociability, composure, character, extroversion, and competence) and the criterion variables (i.e., affect toward, satisfaction with, and behavioral intent toward course content, instructor, and course in general). Finally, the study results are presented and discussed, revealing that students did equate affect and satisfaction and that instructional method was the greatest predictor of student affect. Statistical results are appended. (AYC)