Two experiments investigated the effects of an instructional video's setting on learners' retention and application of the video content. Experiment 1 explored competing hypotheses based on theoretical assumptions about whether an authentic setting would serve as a distraction or as a cue for the instructor's expertise. Participants (N = 59) watched a video about floral diagrams and floral formulas that was either shot in a greenhouse (authentic setting) or in front of a white wall (neutral setting). Results showed a beneficial effect of the authentic setting on retention, but not on the application of the video content. Experiment 2 aimed to replicate and extend these findings by investigating whether reinstating the authentic setting as a contextual cue during the test phase would further improve test performance. After watching a video that was either shot in an authentic or a neutral setting, participants (N = 149) worked on the retention and application test while a screenshot of the authentic or the neutral setting was presented as a background. Contrary to our expectations, the effect of setting on retention did not replicate and there was no evidence for context effects, despite using the same learning materials and a comparable sample as in Experiment 1. Findings are discussed with regard to potential boundary conditions.