The purpose of this study was to examine a theoretical model of the relationship between teacher misbehaviors and both student communication behavior (i.e., student resistance, student participation) and learning outcomes (i.e., cognitive learning, affective learning, state motivation, communication satisfaction). Participants were 343 students who reported on their instructor's behavior in addition to their own classroom behavior and learning. Results of structural equation modeling suggest that teacher misbehaviors are related (a) directly and indirectly with teacher-owned and student-owned resistance strategies, state motivation, and student communication satisfaction, and (b) indirectly with student participation and cognitive learning. Indirect paths were mediated by affective learning. (Contains 1 figure and 2 tables.)