Student perceptions of what is “deserved” in the college classroom play an important role in shaping their expectations surrounding grades, instructional support, and responsibilities. Understanding how these perceptions evolve over time is essential for instructors navigating changing educational norms, especially due to incidents such as COVID-19. The objective of this study was to examine changes in student expectations related to perceived deserved academic outcomes and instructional responsibilities. An online survey instrument was administered to students (N=954) enrolled in an agricultural sciences degree-seeking major at Sam Houston State University during the years 2016 and 2024 (n=406 and 548, respectively). The survey included demographics and questions related to perceived student merit, including grades and attendance. Student responses were aggregated by year, and classification then analyzed using Pearson’s chi-square tests to assess changes in response distributions over time (JMP Pro v18.0). The student population demographic shifted from 2016 to 2024 with a 6% increase in female student participants. However, the student makeup by classification and first-generation students remained consistent. Students in 2024 were more likely to expect required exam reviews (P≤0.01), alternative assignments following exam failure (P≤0.01), increased instructor availability outside traditional business hours (P=0.03), and instructor responsibility for material missed due to absences (P≤0.01). Student expectations regarding minimum grades earned for attending class also demonstrated a shift over time (P=0.03), with more students reporting deserved B or C letter grades. When looking at student classification, changes were most frequently observed among underclassmen, particularly sophomores, while graduate student expectations (P≥0.79) remained relatively stable across years. Students’ increased expectations related to grading, instructional support, and faculty responsibility between 2016 and 2024, particularly among underclassmen. In short, students were provided more resources during COVID, and while the restrictions related to COVID have subsided, the students’ expectations of additional resources have not.