Extensive research has documented positive relationships between teacher
immediacy, teacher clarity, and student perceptions of learning. However, most of this research has been limited to samples of students in university classrooms. The present study includes a research sample made up of 104 corporate employees from a U.S. pharmacy benefits company who were involved in a company training program. Participants completed measures of nonverbal immediacy, verbally effective behaviors, teacher clarity, and affective learning. Results indicated effective trainers use more nonverbal immediacy and teacher clarity behaviors and create greater affective learning than do ineffective trainers. Results found no differences in trainers' use of verbally effective behaviors. Of the variables studied, trainer clarity was the primary predictor of student affective learning. Findings suggest previous instructional communication research can be applied to the training context and that trainers should use nonverbal immediacy and teacher clarity behaviors to achieve desired affective learning outcomes.