The temporal context within which a teacher and course evaluation (TCE) is completed did not appear to be of crucial importance in affecting TCE responses. A sample of students was asked to evaluate, initially as freshmen and retrospectively as seniors, a specific teacher and course. Additional data on the student's academic status characteristics were gathered. The instrument used was the University of Notre Dame Course and Instructor Evaluation. The two sets of TCE responses were compared and the effects of the status characteristics considered. These data, then, allowed for measurement of the influence of time on TCE response. Some vacillation in response was evidenced at the individual level, but at the aggregate level the dominant pattern was one of stability over time. Also, while some alteration in the rank of attitudinal dimensions underlying TCE responses was witnessed over time, the predominant dimension remained of constant importance. (RC)