Using Jungian constructs as a lens, we examined the "chilly " classroom dynamic. One hundred forty-two upper-class women, majoring in either education or engineering, responded to two open-ended questions about classroom characteristics that encouraged or discouraged participation. To "take the temperatures " of these classroom climates, the Salter Environmental Type Assessment (Salter, 2002) was used to group their responses as either feeling or thinking. A content analysis of those comments suggested that instructors play a pivotal role in creating a positive climate for women. Suggestions for improving educational environments are offered.