The purpose of this study is to explore humor as a factor in students’ perceptions of college teacher compliance-gaining in the classroom. Four hundred twenty-eight college students reported the frequency of their college teachers’ uses of compliance-gaining tactics, the frequency of humor uses with compliance-gaining tactics, and the effectiveness of humor used with compliance-gaining tactics. Results revealed positive and significant relationships between humor uses and uses of particular compliance-gaining strategies. Findings suggest that students perceive teachers to use humor more frequently with certain compliance-gaining tactics. Moreover, students reported that certain compliance-gaining tactics are perceived as more effective than others.