Mathematical fallacies have an embedded sense of awe and mystery that can be used effectively in a classroom to inspire students to tackle a fallacy and find the "hidden" violation. In doing so, the student may discover the consequence of a rule violation in a stimulating manner, thus making a lasting impact of the rule as well as providing the student with a chance to master all concepts surrounding a fallacy, with a high degree of motivation, as the search for the violation is pursued. Fallacies have a tendency to create a "puzzle-solver" state of mind in a student, which can be tapped to generate motivation among students and greater mathematical accuracy. Results of a two-semester study are presented, where first-semester calculus students were provided with a number of fallacies covering three common algebraic violations. (Contains 2 figures and 5 tables.)