Twenty-six graduate psychology students at 2 Midwestern public universities used a self-report questionnaire for an exploratory study to rate interactions with faculty based on mode of address. When students addressed faculty by first name, they rated faculty as more approachable and helpful, and they felt more valued and respected by faculty than when they addressed faculty by formal title. Out-of-class contact between faculty members and undergraduate students is positively related to knowledge acquisition, cognitive development, the development of academic skills, satisfaction with the institution, and persistence in college (Kuh, 1995 ; Terenzini et al., 1996). However, Volkwein et al. (1986) found that informal contacts without genuine concern for and interest in students have little intellectual impact. This research specifically explored the hypothesis that graduate students who addressed faculty by first name rather than formal title would be more likely to perceive faculty as warm and supportive. Twenty-six graduate students enrolled in various psychology masters and doctoral programs at two Midwestern public universities participated. Each participant anonymously and voluntarily filled out a questionnaire. With respect to faculty addressed by first name, participants rated nine statements on a 5-point Likert scale anchored by strongly agree, scored as 4, and strongly disagree, scored as 0. Participants rated the same statements with respect to faculty they addressed by title. About half of the items were stated in the negative to avoid response bias. Students rated faculty members addressed by first name as warmer and more approachable and as valuing and respecting the students more than faculty addressed by formal title. Being on a first name basis made a difference for the emotional tone, but it did not make a difference in the professional aspects of the relationship, such as respect for the faculty member, perceived objectivity in faculty's grading, or student motivation to achieve.