Research has shown that communication apprehension (CA) has an impact on academic achievement over and beyond intelligence, type of performance-oriented class, language proficiency, and amount of verbal activity. A study explored the idea that this relationship is context-based by examining the impact of CA in the generalized contexts of small groups, dyads, meetings, and public speaking situations on college students' classroom achievement. In addition, the study investigated the relationships among students' CA, their perceptions of nonverbal immediacy (the degree of perceived physical or psychological closeness between communicators) in general and specific contexts, and their final course grades. Subjects, 389 students in a basic communication skills course, completed measures of CA and nonverbal immediacy. Results showed that high apprehensive students did not receive lower final course grades than did moderate or low apprehensive students. Further, final grades were not affected by students' perceptions of either general or contextual immediacy. Communication apprehension, overall and in generalized contexts, was significantly correlated with generalized and contextual immediacy. As expected, when CA increased, immediacy became lower. (FL)