In the present study, the same data and similar methods were employed as in a previous study to determine the nature of desirability separate and apart from the rater's perception of the student's academic performance (rather than his or her actual performance). The results tend to show an absorption in the faculty perception of performance of much of the variance previously associated with dependability, intellectual ability and values, motivation, self-sufficiency/creativity, and maturity in defining desirability apart from academic performance. The results tend, however, to verify or accentuate the contribution of other traits, notably ethicality, likableness, open-mindedness, and altruism. It does appear that desirability is highly related to perception of academic performance, and that other areas normally expected to make an honest contribution to performance (e.g., dependability, intellectual ability and values, motivation, and self-sufficiency/ creativity) are perceived by the faculty to do so. Finally, there is remaining reliable variance in SAT and actual grades, as well as in such previously established areas as conformity and extraversion, which is related neither to perception of performance nor desirability.