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Promotion and tenure decisions are often linked to student evaluations of teaching. Previous studies show that some teachers try to influence student evaluation scores by" watering-down" course content and lowering grading standards. This study examines the links between course rigor and grades to evaluation scores. The results indicate that the level of difficulty does not affect evaluations, but grades and evaluations are positively correlated. Grades were measured as expected grades, which include the students' current grades and expected future grades. By examining both components, grading standards are disentangled from student attitudes. The results show current grades positively affect evaluations, while pessimistic attitudes toward future grades negatively influence evaluations. These results suggest that faculty do not have to" water-down" their courses and that they can positively influence their …