This quantitative study explores the relationship between student perceptions of teacher nonverbal immediacy and student course retention as well as the relationship between student perceptions of teacher misbehaviors and student course retention within the context of an urban community college. Additionally, this study investigates the mediating role of student motivation to learn and the differences in perceptions between first-generation college students and non first-generation college students regarding nonverbal immediacy and teacher misbehaviors. Point-biserial correlation coefficient, logistic regression, and "t" tests are used. Additionally, student responses to eight open-ended questions are analyzed and reported. Results confirm the value of integrating nonverbal teacher immediacy behaviors and limiting the utilization of teacher misbehaviors in urban community college classrooms. This study contributes to the existing body of research in the areas of teacher nonverbal immediacy, teacher misbehaviors, student motivation to learn, first-generation college students, and student retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]