Research shows that antisocial behavior and learning are negatively related whereas prosocial behavior and learning are positively related, but evidence on how the social dynamics in class influence learning attitudes is non-existent. We were interested in tracking unsystematic differences in learning attitudes on a class level and how they relate to social impact based on dominance or social status. 1,159 pupils from 43 7th to 9th grade classrooms filled in a questionnaire on learning attitudes (TPB, Ajzen, 1991) and nominated their classmates on participant roles in bullying, resource control strategies, and social status. Based on hierarchical linear modeling we analyzed whether and how specific pupils influence the learning attitude of their classmates. Results show that the average learning attitude in class can be predicted by the most dominant individual. Nearly 9% of variance in individual learning attitude can be explained by group effects. The learning attitude of the individual identified highest on coercive and prosocial strategies and on social impact predicts 77% of the respective group variance. Educational implications need to focus on the psychological relevance of dominant children that may impede the developmentally appropriate progress of each individual in their classroom.