Student evaluation of professors is increasingly accepted as a normal part of higher education. To examine whether students' involvements and participation in an instructional setting would be positively correlated with their evaluations of faculty performance, 66 college students were given a Likert type rating scale to rate their own behaviors in an instructional setting and to evaluate faculty performance. Eight dimensions of the instructor's performance were rated: (1) knowledge of subject matter; (2) ability to answer student questions; (3) ability to explain, demonstrate, and present material clearly; (4) ability to stimulate student interest; (5) willingness to talk with students outside of class; (6) clarity of course requirements; (7) clarity of grading criteria; and (8) knowledge gained by student in class. Correlations among student behaviors and faculty performance ratings were examined. The results showed that students' self-reported behaviors in an instructional setting were significantly correlated with their faculty evaluations. Further, 33 out of 36 intercorrelations among the eight dimensions of the instructor's performance reached significance, suggesting a strong halo effect in students' evaluations. The present results supported the notion that ratings may give a better indication of a rater's schemata than they do a ratee's actual level of performance. (NB)