Teacher-student rapport has been discussed in previous research, but the communicative behaviors that foster it have yet to be identified. The current study looked at several teacher communicative behaviors to determine which are the best predictors of rapport building. The results suggest that students feel rapport is most influenced by a socially supportive teacher. Using humor and demonstrating homophily aid in building rapport as well. These findings suggest that teachers should strive to be socially supportive, humorous, and perceived as similar to students. However, nonverbal immediacy was not found to be a significant indicator of rapport. Studies have indicated that immediacy is an important characteristic for teachers to have, but these findings do not indicate that this characteristic has a positive influence on rapport building between teachers and students. In addition, teacher clarity was found to reduce rapport. This finding is interesting because instructors are taught to be clear, but this characteristic appears to have a negative effect on rapport built between teachers and students.