The purpose of the two studies reported in the article was to determine whether or not a relationship exists between preservice music therapists' and teachers' nonverbal behaviors and their perceived rapport. In study 1, evaluators (N = 56) viewed a stimulus tape consisting of 15 45-second segments of 15 preservice music therapists leading songs appropriate for various groups of music therapy clientele. Evaluators then judged the preservice therapists for perceived client rapport under one of three conditions: video-only, audio-only, and audio/ video, and then provided comments regarding their evaluations. Two trained observers also viewed the stimulus tape and simultaneously recorded the preservice music therapists' use of the following nonverbal behaviors: proximity, gestures, facial affect and eye contact. Results of the data analyses and evaluator comments indicated that: (1) nonverbal behaviors most important to rapport ratings and client engagement were eye contact and the use of gestures; and (2) rapport ratings were not dependent upon nonverbal behaviors alone, but upon the verbal behaviors and musical skills of the preservice therapists' as well. To determine what behaviors beyond musicianship contribute to appraisals of rapport, evaluators (N = 78) in a follow-up study viewed 60-second segments of 10 preservice music teachers' verbal introductions to musical selections under the three conditions (audio-only, video-only, and audio/video), and again provided comments and rated the preservice teachers' perceived rapport. The video-only group assigned the highest rapport ratings for six of the 10 teachers, and significantly so for three of those six, indicating that nonverbal behaviors may play a role in the perception of teacher rapport. Findings of both studies indicate that nonverbal behaviors are important to verbal and musical behaviors in determining therapists' and teachers' rapport. (Contains 5 tables.)