Background: The seat selection and classroom dynamics may have mutual influence on the student performance and participation in both assigned and random seating arrangement. Purpose: The aim of the study was to understand the influence of seat selection on educational achievement. Methods: The seating positions of the medical students were recorded on an architectural plan during each class session and the means and standard deviations of the students’ locations were calculated in X and Y orientations. The locations of the students in the class were analyzed based on three architectural classifications: interactional zone, distance from the board, and access to the aisles. Final exam scores were used to measure the students’ educational achievement. Results: Our results demonstrate that there is a statistically significant relationship between the student's locations in the class and their attendance and educational achievements. Conclusion: Two factors may effect on educational achievement: student seating in the high interactional zone and minimal changes in seating location. Seating in the high interaction zone was directly associated with higher performance and inversely correlated with the percentage of absences. This observation is consistent with the view that students in the front of the classroom are likely more motivated and interact with the lecturer more than their classmates.