This study expands the literature on the educational role of immediacy by exploring the relationship between touch during student/professor interactions and students’ evaluations of the professor and the interaction. Specifically, the study attempts to explain the positive and negative influences of student/professor touch on student interactions from a nonverbal expectancy violations perspective. An experimental design in which the location of touch, reward value of the professor, and participant sex in scenarios depicting an office visit with a professor were controlled was utilized. While partially supporting predictions derived from nonverbal expectancy violations theory, the results indicate that student sex, professor reward . value, and location of touch have significant influence on student's evaluations of professors and interactions with professors. The limitations of the study and suggestions for future research are discussed.