This study focused on verbal and nonverbal immediacy behaviors of teachers, the relationship between immediacy variables and cognitive learning, as well as homophily, interpersonal solidarity, and student attentiveness at the senior-high school level. Subjects, 87 female and 73 male senior-high school students enrolled in interpersonal communication classes at a midwestern senior high school, were administered a series of instruments during the next-to-last week of the spring term, 1989. Results indicated that: (1) no significant differences occurred between senior-high school groups in rating verbal and nonverbal immediacy behaviors; (2) significant differences occurred between genders in rating three of the verbal immediacy items, but no significant differences occurred between genders in rating nonverbal immediacy items; (3) the total verbal and nonverbal immediacy scores and a majority of verbal and nonverbal immediacy scores were significantly correlated with affective learning and perceptions of cognitive learning; and (4) significant differences occurred between immediacy behaviors and homophily, solidarity, attentiveness, and cognitive learning. (Eight tables of data are included; 20 references and the immediacy instrument are attached.) (Author/RS)