In this study I examined the impact of students' perceptions of justice (i.e., distributive, procedural, interactional) in instructors' responses related to rhetorical dissent on students' attitudes, behaviors, and learning in the classroom. Participants were 208 students who reported on their perceptions of instructors' responses, as well as their attitudes, behaviors, and learning following a memorable rhetorical dissent interaction. I hypothesized that students' perceptions of justice would be associated with these outcomes by way of their response satisfaction. The results suggest that students' perceptions of justice in instructors' responses do influence students' response satisfaction and that, when students are more satisfied with instructors' responses, they report higher levels of affect toward the instructors, communication satisfaction, motivation, and affective learning in the courses of the related instructors.