This study explored effects of instructional practices on classroom communication apprehension (CCA) in Nigerian classrooms. In general, results showed some similarities and marked differences between American and Nigerian students’ preferences for instructional practices as intervention strategies for CCA. Specifically, the results indicate that there were significant differences between low and high CCAs in preferred instructional practices. No significant difference was found for CCA on academic performance. Comparisons were offered based on cultural norms guiding Nigerian classroom behaviors. Implications for future research were also addressed.