The effects of conditions of informed consent and disclosure on the performance of 84 students doing a statistics laboratory assignment for an introductory graduate course in statistics at a state university in the southeast were studied. Four separate classes taught by three instructors were included. Subjects ranged in age from 22 to 47 years, with a modal age range of 22 to 25 years. The sample was about half male and half female. The independent variables were disclosure (partial, deception, and none) and consent (requested and not requested). The dependent variables were: (1) the number of paragraphs completed in a statistics laboratory assignment; and (2) the number of questions answered correctly in a quiz on the material covered in the laboratory assignment. Subjects were randomly assigned to one of three disclosure conditions and one of two consent conditions. Three subjects from the group from which consent was asked did not indicate a willingness to participate; their data were not included in the analysis. There was no relationship between the level of disclosure and consent obtained from the subjects. Multivariate analysis of variance revealed no significant main effects or interactions of consent and disclosure. It is concluded that informing subjects that they were participating in an experiment and asking for consent did not affect their performance as subjects contrary to what would normally be expected. Two data tables are included. (TJH)