The aim of the study was to examine students' preferences concerning eight selected classroom seating arrangements. The subjects stated their preferences for particular arrangements as well as individual seats, which was done in relation to two kinds of teacher: T +, evoking positive feelings, and T -, evoking a negative attitude. Differences among seating arrangements have been analyzed in terms of four criteria: teacher-group inclusion, physical barriers, orientation, and interactional relation between participants. The results show that the arrangements preferred for T + are associated with inclusion or semi-inclusion, lack of barriers, direct or corner orientation, and T-S interactional relation on the one-to-one basis, while the arrangements preferred for T - involve exclusion, presence of barriers, direct orientation, and T-S relation on the one-to-many basis. In contrast to T +, for T - the range of preferred seats is narrower and there is more agreement as to which seat is the best. The choice of a seat involves an optimal combination of distance, orientation, and barriers, and while for T - this indicates a tendency for maximum withdrawal, for T + two opposite tendencies have to be counterbalanced: approach and withdrawal. Either tendency can be affected by factors other than one's positive or negative attitude to T.