This paper explores the value, the sources, and the components of energizing experiences in college classrooms. Energizing experiences are described as moments of interest and excitement or vitality within the college classroom environment. Data on energizing experiences were gathered from the team teaching experiments by graduate students in educational psychology at the University of Michigan, and through text readings on the subject. The paper is arranged in three sections. The first section, concerned with the value of energy in the classroom, maintains that the energizing experience is an objective in itself, as well as a means to subject matter achievement. Conversely, subject matter may be a means to the energizing experience. Section two cites factors and conditions which create an energy flow within the classroom. The final section focuses on the teacher as the source of classroom energy and on the beliefs, behaviors, skills, and design knowledge conducive to the energizing experience. (KC)