Of the many different linguistic features used to express stance in English, modal verbs are the most common device. Because modals are so common generally, they are likely to be one of the major devices used to express stance in university settings. To date, however, few studies have investigated the range of modals across spoken and written university registers. In the present study, we begin to fill this gap, by comparing the frequencies, meanings, and communicative functions of modals across a number of university registers, such as class sessions, textbooks, and study group conversations. The study reveals that, even within the domain of university language, modal use varies across specific university contexts.