How students relate to educators' titles or lack thereof is a component of the student-teacher relationship virtually ignored in higher education research. The purpose of this study was to analyze the role of titles in academic relationships, with special focus given to how students respond to forms of address used by faculty in the higher education environment. By utilizing three dimensions of the Semantic Differential Technique, this study assessed college and university students' perceptions of the following: "Mr./Ms., Dean, Dr., Professor", and "last name only". Based on the findings of the study, students do perceive educators' titles as significantly distinct. Forms of address generate connotations that educators should consider as they initially introduce themselves to their students. (Contains 3 tables.)