The purpose of this study was to investigate if college students' verbal aggressiveness and argumentativeness traits promote their tendencies to engage in instructional dissent (i.e., expressive, rhetorical, vengeful). Participants were 172 undergraduate students who completed a self-report survey measuring these traits and their dissent practices in reference to a particular class. Results indicated that (a) students' trait verbal aggressiveness was associated positively with communicating rhetorical and vengeful dissent, (b) students' trait argumentativeness was associated positively with communicating rhetorical dissent only, and (c) both verbal aggressiveness and argumentativeness were not associated with communicating expressive dissent. These results imply that instructional dissent is not a student reaction completely dependent upon perceived instructor wrongdoings in the classroom; it is also influenced by distal personality factors. (Contains 1 table.)