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Recommendations for reforming teaching and learning in colleges of agriculture have suggested that instructors implement more student-centered instructional strategies. This would require more self-regulation on the part of the learner; however, critics have proposed that undergraduate students have become increasingly unmotivated and disengaged with the teaching and learning process. Therefore, an investigation into improving the motivation and engagement of undergraduates is warranted. One possible way of increasing student motivation and engagement is through teacher immediacy and professor/student rapport. Thus, the purpose of this study was to examine the relationships of teacher immediacy and professor/student rapport, collectively, with student motivation and engagement. The sample (n= 306) for this study consisted of students from large (50 to 100 students) college of agriculture courses at …