A study investigated the association between affinity-seeking strategies and teacher liking. Data were collected from 251 undergraduate students at the middle of the semester and 178 undergraduate students at the end of the semester on the behavior of an equal number of instructors. Respondents were asked to assess their chosen instructor's affinity-seeking behaviors using a list of 25 affinity-seeking strategies. Liking was measured using a 10-item, 7-step bipolar adjective scale. Results indicated that: (1) the liking scale was determined to be a reliable, stable, unidimensional scale; (2) teachers' use of affinity-seeking strategies was associated with increased liking of teachers by students; (3) the strategies of assume control, reward association, self-inclusion, and similarity had small non-significant correlations with liking; (4) the use of personal autonomy and similarity strategies had negative regression coefficients; and (5) affinity-seeking strategies that were most predictive of liking were assume equality, conversations rule-keeping, elicit other's disclosure, facilitate enjoyment, and optimism. (Three tables of data are included. Contains 15 references.) (RS)