Statistical tools found in the service quality assessment literature--the "T"[superscript 2] statistic combined with factor analysis--can enhance the feedback instructors receive from student ratings. "T"[superscript 2] examines variability across multiple sets of ratings to isolate individual respondents with aberrant response patterns (i.e., outliers). Analyzing student responses that are outside the "normal" range of responses can identify aspects of the course that cause pockets of students to be dissatisfied. This fresh insight into sources of student dissatisfaction is particularly valuable for instructors willing to make tactical classroom changes that accommodate individual students rather than the traditional approach of using student ratings to develop systemwide changes in course delivery. A case study is presented to demonstrate how the recommended procedure minimizes data overload, allows for valid schoolwide and longitudinal comparisons of correlated survey responses, and helps instructors identify priority areas for instructional improvement.