The current study sought to determine dimensions of student-to-student confirmation. Results of open-ended surveys revealed that students confirm one another in unique ways based on the setting of their relationship (the classroom). Findings revealed three dimensions of student-to-student confirmation (acknowledgment, assistance, and individual attention) each of which has two subdimensions. Factors determining the use of confirmation and the self-reported outcomes were also examined. Notably, traditional instructional communication outcomes (affective learning, cognitive learning, motivation) emerged from the data regarding the perceived effect confirmation has on the student experience.