Although links between the affective domain in the classroom and a facilitative learning environment has been mooted in the literature, little research has focused on Further Education (FE). Accordingly, I sought the views of staff and students in a large FE College in the south of England from 100 returned questionnaires in the Spring of 2003. When compared, the data showed considerable agreement between staff and students on the presence, nature and causes of an affective domain in the classroom, although there were significant differences in focus between the two groups. In addition, both staff and students felt that relationships in the classroom directly affected the learning environment. Staff were seen as relational "gatekeepers" in the classroom, and their need for interpersonal skills--although not necessarily skills training--was noted. (Contains 1 table.)