The problem addressed was the high school classroom learning environment tends to benefit extraverted students while putting introverted students at an academic disadvantage. The purpose of this qualitative case study was to develop a greater understanding of the experiences of introverted students in the classroom and how their experiences may influence their academics. This study included an instrument to determine introversion and a semi-structured interview guide. These research tools were used to explore the classroom experiences of the introverted student. Carl Jung's personality theory and Albert Bandura's self-efficacy theory framed this qualitative case study, contributing to the understanding of how personality differences influence self-efficacy and, by extension, academic achievement. The findings suggested that participation produces anxiety for introverted students and that large, noisy groups tended to negatively affect their ability to learn. Furthermore, it was found that receiving participation points in class was common and directly affected their grades; therefore, the introverted students developed strategies to be academically successful. Additional findings were that prior interest and prior knowledge affected their participation, and though small group work was acceptable, these students preferred to complete class activities on their own. The students who participated in this study understood that participation in classroom learning was an expectation and that it affected their academic performance. Consequently, the introverted students in this study tapped into their self-efficacy to not only participate in classroom learning but also to achieve academic success in subjects. The recommendations for practice centered on acknowledging alternative ways of participation. Future research should explore the benefits and drawbacks to introverted students' social and academic development when requiring introverted students to leave their comfort zone. [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.]