The effect of teacher reputation on student satisfaction and learning was investigated using the "educational seduction" paradigm. "Educational seduction" describes the actions of an entertaining teacher who "seduces" students into believing that they are receiving quality instruction in the absence of adequate lecture content. The subjects were 198 introductory psychology students at the University of Manitoba. Students viewed one of four video-taped lectures: (1) a high teaching style instructor giving a high content lecture; (2) a high teaching style instructor giving a low content lecture; (3) a low teaching style instructor giving a high content lecture; or (4) a low teaching style instructor giving a low content lecture. Before viewing the tape, half of the students received a positive description of the instructor's teaching reputation and half received a negative description. Following viewing of the lectures, students completed a teacher evaluation and a multiple-choice test on the lecture content. Results showed that teacher evaluations were biased in the direction of the prior information, but that student achievement was not affected. Educational seduction occurred in both positive and negative reputation conditions. (MM)