Classroom proxemics, particularly seating arrangements, are intuitively thought to affect the performance, attitudes, and behavior patterns of students. A study of 84 sixth-grade students, based on different classroom seating arrangements for a six-week period, tested this hypothesis. Both students and teachers submitted evaluation forms each week to express their attitudes about seating positions, student-teacher interaction, student participation in class, and other factors relating to behavior and discipline. Results indicated that seating arrangements do affect classroom behavior and that there is a relationship between pretested IQ scores and reactions to the various seating arrangements. The results do not suggest solid causation but can be interpreted as indications worthy of future studies. (RN)