The purpose of this study was to investigate the high school student's reactionary responses toward the teacher's verbal threats when the teacher threatened the student's freedom of taking an entrance examination for the specific college. From the standpoint of the reactance theory, we examined the effects of the amount of threat (high or low), the importance of the threatened free behavior (high or low), and the possibility of engaging the threatened free behavior (high or low) on reactionary responses. Three types of reactionary response were measured: affective, verbal and behavioral reactions. High importance led to greater affective, verbal and behavioral reactions than low one. High threat led to greater affective and verbal reactions than low one, and high possibility led to greater behavioral responses than low one. These results were interpretable with the reactance theory.