A 2 x 2 experiment was conducted in which instructor nonverbal immediacy and verbal immediacy were manipulated in a college classroom to examine causal links with cognitive and affective learning outcomes. Previous criticisms concerning immediacy and learning research were considered and multiple operationalizations of cognitive learning (i.e., recall, learning loss, learning indicators) and affective outcomes (i.e., affective learning, state motivation, student satisfaction) were investigated in light of these criticisms. Students in the high nonverbal/high verbal immediacy condition performed significantly better on a recall test, accounting for 8% of the variance. However, no differences in perceived learning outcomes (i.e., learning loss, learning indicators, affective learning, state motivation, student satisfaction) were observed as a result of nonverbal or verbal immediacy manipulation. Additionally, all perceived learning outcomes were correlated with one another while recall scores were uncorrelated. (Contains 2 tables and 2 notes.)