With a call for greater accountability, institutions of higher education have focused upon student evaluations to measure teacher effectiveness to ensure that students are learning. Education researchers have revealed that Black faculty reported negative experiences within academe such as microaggressions, insults, and not being regarded as credible scholars by students and other faculty. Very little research examines the role that race plays in students’ evaluations of Black faculty from the viewpoints of students. This quantitative, nonexperimental, causal-comparative dissertation investigates 210 students’ evaluation scores of actual university faculty as measured by academic competence, sensitivity to students, instructional effectiveness, and their viewpoints on racism as measured by the Social Dominance Orientation 7 Evaluation Form (SDO7) at Historically White Institutions in Southern states. Using a two-way ANOVA with the Bonferroni correction of p = .0125, there is a statistical significance in sensitivity to students and instructional effectiveness scores between Black and White faculty members while academic competence and viewpoints of racism scores were not significant. Through the lens of critical race theory, student evaluations of Black faculty are explored.