The purpose of this study was to explore how students described their social and emotional experiences with teacher effectiveness (TE) in the classroom setting. The researcher sought to address a gap in the research regarding the ways that students discerned and appropriated meaning in the context of determining what constituted teaching effectiveness, particularly in college end-of-course surveys. Vroom's Expectancy Theory represented the theoretical foundation of this study. The research questions informing the study were: (1) How did students describe their social experiences with TE in the classroom environment in a public university and (2) How did students describe their emotional experiences with TE in the classroom environment in a public university? The sample was 18 college Speech class students of a public university in the Northeastern US. Ten students provided individual interviews, while 8 students comprised the focus group. The researcher utilized a qualitative descriptive design. The data analysis method involved thematic analysis. Concerning social experiences, students considered effective teachers most active to inspire human and personal values and develop value education in their vital facilitation of life skills and lifelong learning. Concerning emotional experiences, students' sense of feeling useful to themselves and to others because of the teaching environment helped them perceive the teacher as authentic and effective. The value of the integral role of students' subjective inputs, specifically social and emotional experiences with TE must be recognized by teachers and university administrators. [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.]