The purpose of this quantitative study was to explore the effects of seating position on mathematics course performance with relationship to gender, ethnicity, and socioeconomic status. The study was conducted using three seating arrangements: alphabetic, student self-select and rotation. The data collected included the students' seating position, gender, ethnicity, socioeconomic status, six-week exam grade for the course and six-week average for the course. The control group for the study was the participants in the alphabetic seating arrangement. A Chi-Square test was used to identify significant differences in the preference for seating of various groups of participants. The effect of seating position was analyzed by means of a one-way analysis of variance that looked at variations in participant performance in the form of the six-week average and six-week exam grade. Significant results were found in seating selection for African American students. Other significant results were found in course performance for male students, African American students and free or reduced meal students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]