The purpose of this study was to examine the relation between teachers' charismatic leadership (i.e., strategic vision and articulation, sensitivity to the environment, sensitivity to members' needs, personal risk, unconventional behavior) in college classroom environments and resulting student resistance strategies. Participants were 165 college students who completed a survey and reported on their tendency to use resistance strategies in the classroom and their teachers' use of charismatic leadership behavior. Results of a canonical correlation analysis indicated that charismatic leadership is significantly and inversely related to both teacher-owned and student-owned resistance behaviors. (Contains 1 table.)