There is conflicting evidence on the effect of seat location on student performance and participation in the classroom. The two major hypotheses are (1) that seat location influences student behavior and (2) that seat preference and selection is associated with personality traits of students. This study evaluated both hypotheses within a 55 student senior nutritional biochemistry class. Alternating every other seat, half of the class was randomly assigned a permanent seat while the other half was randomly reassigned a different seat each class period. Students sitting in the front of the classroom in the stay group made significantly more comments per student per day than stay group students in the back, in agreement with other studies. The move group, however, showed increased overall participation with no significant difference between the front and back of the classroom. Findings suggest a more flexible explanation--that students may adopt or reject an implied social role in which seat location and personality traits are influential factors. (Contains 1 table and 1 figure.)