The purpose of this qualitative descriptive study was to explore how students described the role of intrinsic motivation to complete student evaluation of teachers (SET). It was not known how community college students described the role of intrinsic motivation to complete SET. This study included a purposive sample of community college students who had taken at least one online course in the past year within the same community college district in the southwestern United States. Self-determination theory (SDT) was used as the theoretical foundation for the study. Using a semi-structured interview guide, thirteen community college students participated in the semi-structured interviews and from those, seven participated in two focus groups, respectively. An online questionnaire was distributed within the community college district. The questionnaire yielded 52 responses for the study. One overarching research question and three sub-questions drove this study. Thematic analysis was used to capture responses. Analysis of the data revealed three major themes: Understanding SET Value, Alternative Methods of Feedback, and Experiences Associated with Relatedness. The findings of this study included an apparent lack of understanding concerning the value of SET for participants overall, but those participants who provided more responses with examples of intrinsic motivation, were more likely to complete SET. The implications and contributions to the field include the accumulation of better insight into how students describe the role of intrinsic motivation to complete SET, how students understand SET value, and the role of alternative methods of feedback such as ratemyprofessors.com. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]