An ethnographic study examined instructor uses of control, immediacy, and affinity-seeking behaviors in a large college lecture class. A class of 140 college sophomores was observed for 10 weeks, in an attempt to understand in a situational and non-quantitative manner, what instructor behaviors motivate students toward cognitive and affective learning. Results indicated that the instructor of the class exhibited effective use of pro-social behavior alteration techniques, verbal/nonverbal interaction and immediacy, student empathy, group solidarity and humor to create a positive and productive learning environment. (Fifteen references, a figure representing a typical student seating plan, and three figures listing behavior alteration techniques, immediacy techniques, and affinity-seeking techniques are attached.) (Author/RS)