The classroom environment can be highly social, a situation which may prove challenging for students with quiet tendencies. This qualitative study focused on the perceptions of 10 self-identified quiet college students through an analysis of their first-hand accounts of their experiences in postsecondary classrooms. This study found three major themes: (1) attempting to minimize noise, interactions, and distractions, (2) struggling to outwardly express engagement, and (3) fear of social judgment. This study suggests that quiet students may be deeply affected by the physical, pedagogical, and psychosocial aspects of classroom environments. Thus, instructors may need to give attention to ways that they can adjust the classroom environment to help quiet students learn at their best.