A review of research indicates that a relationship may exist between student seating arrangement, student personality characteristics, and student/teacher verbal interaction. To test hypotheses about the functional relationship among these concepts, researchers collected personality data from 285 students in two sections of a college introductory communication course, and observed these students either when the students selected their own seats or when the teachers assigned students to randomly selected seats. Both sections used the same auditorium as a classroom, and seating charts verified the position of each student during class meetings. The results, though not conclusive, lend some support to the two hypotheses of the study; students who choose to sit in "action" seats (the seats of students who most often interact with the teacher--usually the front and central seating positions) tend to receive different personality inventory scores than students who sit elsewhere or who are randomly assigned to sit in action seats. Consequently, students who choose to sit in action seats appear to have greater tendencies toward assertiveness, a high imagination, unconventional attitudes, and a need for help and attention. (RL)