The purpose of this study was to compare the characteristics of teaching performance in accordance with the opinion of students of different academic fields and curriculum stages in a Mexican state public university. The sample was composed of 729 randomly-selected courses, distributed over four semester periods. Descriptive and comparative statistical analyses were made. The results determined significant differences when natural-exact sciences were compared with administrative sciences (p = 0.003), and engineering with administrative sciences (p = 0.022) in the overall ratings and by dimension. Moreover, differences were found in the ratings by dimension between the curriculum stages. The study concludes in favor of considering the particularities of the pedagogical context in the interpretation of ratings, and of using them as a source of information when designing strategies for improving teacher training. (Contains 4 tables and 1 figure.)