A study examined instructional environment and the relationship between communication apprehension and academic achievement for freshman students in general and for those enrolled in large, introductory level college courses in particular. Data were collected from responses on a short demographic questionnaire and J. McCroskey's PRCA-24 (McCroskey, 1982) as well as by accessing student records from 1077 undergraduate students enrolled in an 18-week interpersonal communication course at a midwestern university. Results revealed that the relationship between communication apprehension (CA) and academic achievement (AA) were statistically significant and negative when American College Testing Program scores and course grades were used to operationalize AA. Results also revealed that when AA was operationalized using cumulative GPA (grade point average), high CA students out-performed their low and medium CA counterparts. This was particularly true in the communication-restricted system involving instruction primarily employing the mass-lecture, lecture, objective testing, and written methods. Findings suggest that high CA students can compete effectively in communication-restricted systems and, in most cases, better than those students who do not experience communication apprehension. Findings also suggest that the concern for the well-being of the high CA student in a communication-restricted basic course in interpersonal communication appears unfounded. (Three tables of data are included; 22 references are attached.) (KEH)