Using systems theory as a lens, instructor misbehaviors were examined in the context of the college classroom to determine if student-to-student connectedness mediated the relationships between instructor misbehaviors and student involvement and affective learning. Student-to-student connectedness mediated the relationships between instructor apathy and students' willingness to talk in class and self-regulated learning. For example, when instructors are perceived as apathetic, students can still create a supportive, connected communication environment that facilitates positive learning outcomes. Connectedness partially mediated the relationships between irresponsibility and derisiveness, and students' willingness to talk in class and self-regulated learning. However, connectedness did not mediate the relationships between instructor misbehaviors and affective learning. When instructor misbehaviors occur in the classroom, students may still experience positive learning outcomes through a connected classroom climate; however, in the end, students are likely to negatively evaluate the instructor and course. (Contains 1 table and 7 figures.)