The purpose of this study was to examine the relationships between perceived instructor immediacy and student challenge behavior (i.e., procedural, evaluation, power play, practicality) in the college classroom. Participants were 403 students who listened to and reported on a 15 minute guest lecturer in an introductory communication class. Results indicated negative relationships between perceived instructor immediacy and all four types of challenge behavior. Future instructional research should examine instructor behaviors that deter objectionable student behavior.