Guided by Rhetorical and Relational Goals Theory, this study examined college students' preferences for effective teaching behaviors and characteristics. Students (n = 209) articulated qualities in their ideal instructor by prioritizing 10 instructional behaviors and characteristics from the rhetorical and relational traditions (assertive, responsive, clear, relevant, competent, trustworthy, caring, immediate, humorous, disclosure). When forced to prioritize, students preferred teacher clarity, competence, and relevance from their instructors, while self-disclosure and immediacy were considered to be luxury behaviors rather than necessities. Lastly, academic entitlement significantly influenced students' prioritization of effective instructional behaviors.