A study explored the relation between students' participation in class discussions and strategies used by instructors to overcome communication apprehension. The study to examined the impact of an interactional teaching style and specific structural exercises on students' perceptions of their classroom participation. Fifty-six undergraduate students enrolled in a social problems course participated in the study. At the end of the course students completed four-page questionnaires assessing their participation and perceived changes in their communication skills. Results indicated that while the students expressed changes in their communication skills and comprehension of a course topic as a result of their class participation, their perceived participation in class discussions was related significantly to communication apprehension. The teacher's interactional style and the structured course exercises had no significant impact on class participation. Findings suggest the importance of communication apprehension in the college classroom environment, but do not clearly reveal the roles of the teacher and the course structure. It may be that alternative strategies need to be designed to reduce communication apprehension, and that those strategies might be more effective within the family environment. (Three tables of data are included, and 19 references are attached.) (PRA)