This quantitative study was developed to determine the influence tactic used most often by teachers in a small college classroom. It was hypothesized that the rational persuasion tactic, which is defined as "using logical arguments and factual evidence to persuade the target". (Fu & Yukl, 2000, p. 252) would be the most commonly employed tactic by the 30 adult education teachers that participated in the study. It was additionally hypothesized that rational persuasion would have a more favorable perception of the teaching faculty compared to other leadership influence styles. From data acquired from the Yukl Self-Assessment Influence Tactics Survey (the primary instrument for this study), a supplemental hypothesis emerged that the demographic variable of years of experience would also influence the perception of rational persuasion as a favorable option. The first hypothesis was supported by the evidence; however, no conclusive evidence was found to support the second hypothesis or the supplemental hypothesis. The results of the data analysis indicated that a significantly high prevalence of teachers using rational persuasion as their influence style existed, thus confirming Hypothesis 1. Hypothesis 2 was neither directly confirmed nor refuted. It was determined that the high prevalence of teachers using rational persuasion to influence students is most likely a result of the integral use of logic and rational thinking as a natural part of the teaching and learning process. [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.]