Whether a first entrant into the academic job market or a seasoned professional, career outcomes for marketing educators depend heavily on the evaluation process used at their institutions. This research explores the periodic performance evaluation process for marketing faculty members using data collected from a national sample of marketing department chairpersons. Several aspects of the evaluation and its potential outcomes are explored, including teaching and research expectations. The results indicate that regular and frequent performance evaluations are a routine part of life for marketing faculty, whatever their institutional affiliation. Furthermore, these evaluations tend to play a role in promotion, tenure, compensation, and retention decisions. Several interesting conclusions emerge when the results from doctoral-granting and non-doctoral-granting universities are compared, including that doctoral-granting universities tend to have a more restrictive view of what constitutes acceptable research. Additionally, teaching and service were found to play a more important role in the tenure decision at non-doctoral-granting universities, whereas research was found to play a larger role at doctoral-granting universities. These and other results offer a unique look at the policies and procedures used in the periodic performance evaluation of marketing faculty members. (Contains 7 tables.)