The current study sought to compare the predictive value of teacher immediacy and teacher affection on student engagement. In the study, 224 undergraduate students at a U.S. Southwestern university responded to an online questionnaire about a current in-person class they were attending. Both teacher immediacy and teacher affection positively predicted student engagement, and teacher affection was a stronger predictor. Discriminant validity tests are needed to clearly assess the value of teacher affection as it compares to teacher immediacy. It is suggested that teachers who promote affection through classroom bonding activities may elicit feelings of compassion and care for students which in turn can promote students' feelings of connectedness to the classroom, institution, and each other.