Although in recent years, researchers have shown increasing interest in achievement-related emotions, academic boredom included, still the vast majority of the studies that have been carried out on the issue, so far, employed solely or primarily quantitative methods, were largely confined to the field of psychology and were conducted in a limited number of countries. The purpose of this work is to bridge the gap in the literature by presenting a case from an Eastern/Central European country (Poland), based on the qualitative mode of data collection and processing. The paper offers a detailed sociological description and analysis of university students' behaviors when bored in class applying the taxonomy of boredom coping strategies proposed in the relevant literature. The study also introduces the notion of classroom social morphology and its relationship with the employment of various boredom coping strategies and also readdresses the concept of class-related anticipatory boredom and the idea of educational burnout experienced by some students at the end of their studies.