In every music classroom, nonverbal forces--including immediacy, ensemble setups, and teacher use of space--may impact student outcomes. Immediacy refers to a collection of nonverbal behaviors that communicate psychological closeness. The purpose of this survey study was to examine secondary choir teachers' (N = 137) self-reported immediacy behaviors, ensemble setups, and use of classroom space when teaching. Women reported significantly higher levels of immediacy than men, and all participants reported using proximity-related behaviors the least. Most participants reported using choir setups that limited teacher movement in contrast to setups that might help teachers move toward or among students. Participants reported spending most of their time at the piano instead of in other areas of the room. Finally, men spent significantly more time at the podium or behind the conductor's stand than women. Recommendations for choir teachers to improve their immediacy, ensemble setup, and use of space are presented.