Abstract
This study investigated in the Saudi Arabian context the relationship between student-instructor interaction and students' academic attainment. A survey secured reports from university students (n = 167) of their age, gender, interactions with instructors, and cumulative grade mean score for the previous three semesters. The results indicated a significant positive relationship between student-instructor interaction and student academic attainment. These findings have implications for teaching practices and suggest a need to implement a facilitative, interactive style of teaching, instead of relying on conventional instructor-centred teaching, both within and outside the classroom. We identify limitations of the current research and suggest directions for future research, with reference to the Saudi Arabian university context.