The purpose of this experiment was to test the influence of mixed reviews appearing as computer-mediated word-of-mouth communication (WOM) on student perceptions of instructors (attractiveness and credibility) and attitudes toward learning course content (affective learning and state motivation). Using the heuristic-systematic processing model, it was hypothesized that students who received positive valence computer-mediated WOM about an instructor would perceive the instructor as more credible and attractive and would report greater levels of affective learning and state motivation to learn than students who received negative information, mixed-valence information, or no information (control). It was further hypothesized that students who received mixed-valence information would not differ significantly in their ratings of instructors or courses when compared to the control group. Both hypotheses were supported. Results are discussed in light of the heuristic-systematic processing model. The implications for instructional communication and online rating systems are addressed.