Using Expectancy Violations Theory as a framework, this study examined students' perceptions of how teachers manage compulsive communicators (CCs). College students (n=265) were given one of three scenarios describing a teacher managing a compulsive communicator. After reading the scenario, students were asked to rate the expectedness of the teachers' management behavior, along with their perceptions of the teacher's credibility and their affect toward the teacher. Results indicated that students have specific expectations for how teachers should manage CCs in the classroom. Moreover, the type of management strategy employed influenced students' ratings of credibility and their affect toward the teacher. Pedagogical implications, limitations, and directions for future research are discussed.