We administer a survey to study students' preferences for relative performance feedback in an introductory economics class. To do so, we elicit students' willingness to pay for/avoid learning their rank on a midterm exam. Our results show that 10% of students are willing to pay to avoid learning their rank. We also find that female students are willing to pay $1 more than male students. We also confirm that beliefs about academic performance do not predict preferences for information. After randomizing access to information about rank, students report needing more study hours to achieve their desired grade and being less likely in the top half of the ability distribution in the class. These effects are driven by stronger effects from people who overestimated their midterm rank compared to those who underestimated their performance. We do not find an overall effect of learning about rank performance on final course grade. We also confirm that students' preferences for feedback do not interfere with their belief updating.