Ask any professor to describe a "first-row student," and you will likely hear a description of an engaged learner who pays attention during class, takes notes, and asks questions. A research study from the 1980s has indicated that undergraduate students sitting in the front and center of the classroom score higher than other students. However, it is unclear whether this same trend would be seen among professional students. The rigorous admissions process for Schools of Dentistry, Graduate Studies, and Medicine selects only the highest-achieving students, possibly eliminating trends seen with classroom seating locations. On the other hand, the recent incorporation of active learning in the professional classroom may make students more dependent on their classmates for success in courses. In this article the author describes the Dental Physiology course, a basic science course for 120 first-year Doctor of Dental Medicine students, taught at the University of Louisville's School of Dentistry. The course is taught using a systems-based approach with 11 different physiological systems. In a recent study, students were taught five of the physiological systems using traditional didactic lectures and six of the physiological systems using an engaging lecture format. In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that may consist of minute papers, problem sets, brainstorming sessions, or open discussion. During these activities, students are encouraged to work in small groups to foster a collaborative learning environment. Students in a collaborative learning environment are dependent on classmates in their immediate vicinity; thus, any trends of classroom seating on achievement could have important effects. Herein, the author evaluates the outcomes of the study and the overall impact of seating locations with the use of engaging lectures in the professional classroom.