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This study examined the attendance and participation behaviors of undergraduate students. Much of the existing literature had focused on student variables in determining attendance and participation in the classroom. Here, the focus was on instructor variables instead. Students completed questionnaires and reported their own perceptions on their attendance and participation in class as well as their perceptions of their instructor's nonverbal immediacy, homophily, interpersonal attraction, and verbal aggression. The results indicated that students who perceived their teachers as higher in immediacy, homophily, and interpersonal attraction were more likely to attend class and more likely to participate in class. Students who perceived their instructors as verbally aggressive were less likely to attend and participate in class. Limitations, implications for the classroom, and future directions for this line of research are discussed.