This paper analyzed college students' perceptions regarding their graduate teaching assistant's (GTAs) power use and their levels of communication apprehension (CA) in the classroom. This study demonstrates how instructor power strategies not only determine how students perceive their instructor but also how those strategies affect students' CA. The findings indicate that students' perceptions of their GTAs' use of reward power are highly correlated with students' interpersonal CA. Results from this study suggest that the use of pro-social power in the classroom can create positive student-teacher relationships and builds upon positive teacher aspects.