This paper provides a critical examination of the potential role of balance theory and student liking (affect) of instructors as tools for marketing professors in assisting student learning. The nature of balance theory and evidence of the learning impact of affect toward instructors are discussed. An empirical test of the theory is provided, and implications based on this assessment are presented. Further, suggestions are provided for marketing professors seeking affect among students. The analysis suggests that the theory and efforts to build student liking have potential contributions to understanding and enhancing the learning process. (Contains 1 table.)