Student interviews, focus groups, and classroom observations were used in an exploratory study of the nature of student interactions in a large (300+ students) general chemistry course taught with clickers. These data suggest that students are self-assembling their learning environment: choosing ways in which to interact with one another during the clicker question discussions. Some of these interaction types appear to be beneficial to student learning, while others appear to be less beneficial. Suggestions are made on how instructors of large-enrollment general chemistry courses might choose to encourage the more useful types of student interactions.