This study investigated the effect that varying degrees of faculty self-promotion had on 322 student evaluations. As high student evaluations are correlated with greater student learning, it is imperative that we assess how faculty's presentation style is perceived by students so as to enhance instruction and therefore student learning. Students read a biographical introduction to a speaker followed by a transcript of a lecture. A manipulation check revealed that only the boastful, individual self-promotion condition was perceived as significantly different from the other three self-promotion conditions, so the data were recoded according to what students perceived to be self-promotion. Subsequent analyses found that this perceived self-promotion leads to lower evaluations. Personality and competence attributions accounted for 67% of students' perceptions of faculty. (Contains 2 tables.)