Seating arrangements in college English Literature courses can have an impact on the learning experience for the student. Students who had completed at least one college-level English literature course at a community college were asked about their experiences in four seating arrangements: traditional rows of seats, Socratic circle/seminar style, clusters/small table groups, and computer lab. Based on student responses to their experiences in transfer-level college English literature analysis courses, the results indicated that students by and large have had a very limited experience in terms of variety of seating arrangements, not only within a given classroom, but from course to course. Indeed, many students reported having experienced only a single type of seating arrangement in English courses. Furthermore, students were well aware of the triangular zone of interaction that is created at the front and center of a traditional rows classroom, as well as the zones of exclusion that also exist in that arrangement. Students indicated that the Socratic/seminar and the cluster/small table groups arrangements were most conducive to class-wide interaction, as well as small group interaction. Students asked for more interaction with the professor and between students, and they reported that in-class participation results in more overall engagement and that collaborative seating environments resulted in better grades. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]