Past research on the effects of presentation software has relied on small samples and experienced instructors. My research used a quasi-experimental pretest-posttest design to evaluate the impact of PowerPoint[R] on student learning, satisfaction, and engagement in an introductory psychology course taught by graduate student instructors. Results showed several main effects of instructor but virtually no effects of PowerPoint, although there was a significant instructor by PowerPoint interaction on perceived learning and interest in psychology. PowerPoint reduced perceived learning for one instructor, but increased interest in psychology for another. The results are a reminder that good teaching depends more on the instructor than the technology.