A study examined the relationship between teachers' perceived eagerness to communicate within the classroom and students' perceived affective learning. Subjects were 88 students and 9 instructors at a proprietary business school in a large midwestern city. Teachers completed a 21-item self-report questionnaire assessing their communication eagerness in the classroom, and students, a 24-item questionnaire reporting their attitudes about learning. Results indicated that the mean for the perception of communication eagerness revealed a moderate to low score (70.4) with a range from 62 to 83, and the mean score for affective learning was moderate (43.2) with a range of 31 to 58. Simple correlations were computed within the 2 scales. Results revealed a strong significant positive relationship between a student's overall affective learning score and both the content and behavior subscales. However, findings suggest no significant relationship between affective learning and the instructor. A bivarate correlation procedure was used to assess the relationship between teacher eagerness and affective learning. Findings suggest that, while the preoperational stage offers a rich area for scholarly pursuit, it seems most appropriate to study variables in this stage of the instructional model, not in isolation, but in relational dimensions. (Included are 2 tables of data and 26 references.) (Author/CR)