The purpose of this study was to determine the relationships among teacher immediacy, professor/student rapport, and student self-regulated learning among selected undergraduate students in a college of agriculture. The independent variables for this study were verbal and nonverbal immediacy and professor/student rapport. The dependent variable in the study was self-regulated learning, which was a proxy for student motivation and academic engagement. The motivation variable was made up of three constructs, including student expectancy for success, values and goals for the class, and test anxiety. Engagement consisted of two constructs, which were cognitive/metacognitive strategy use and resource management strategy use. The study utilized a non-experimental, correlational design. The population for the study was students enrolled in large (50-100 students) classes in the College of Agricultural and Life Sciences at the University of Florida. A convenience cluster sample was obtained for the study (n = 306). Participants completed three survey instruments; the first measured their perceptions of their teachers' verbal and nonverbal immediacy behaviors, the second measured students' perceptions of their rapport with their instructor, and the third measured students' motivation and engagement at the beginning and the end of the semester. Results of the study revealed that students perceived that their instructors use verbal and nonverbal immediacy behaviors often and they additionally agreed that they have good rapport with their instructor. Participants reported higher than intermediate scores for expectancy for success and values and goals for the class. They reported intermediate levels of test anxiety, and slightly higher than intermediate levels of cognitive/metacognitive strategy use and resource management strategy use. Mean increases were observed in expectancy for success, values and goals for the class, cognitive/metacognitive strategy use, and resource management strategy use, while the mean test anxiety decreased. Verbal and nonverbal immediacy were found to have strong positive relationships with professor/student rapport, and students who reported higher levels of rapport were found to report higher expectancy for success, values and goals, and cognitive/metacognitive strategy use. Additionally, the linear set of independent variables was found to be more predictive of motivation and change in motivation than of engagement or change in engagement. [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.]