Students (N =102) from communication courses at a Southern regional university was divided into two groups. Each group listened to a 10-minute taped lecture about personality types. One group listened to a lecture that included self-disclosures by the lecturer. The other group listened to a lecture that covered the same material but without the self-disclosures. Regression results showed that the self-disclosure was a significant predictor for test scores on definitions but not examples. Stepwise regressions suggest that self-disclosure marginally predicts relevancy but not perceptions about the credibility of the instructor. The authors note that the tests did not count for course grade and students had little incentive to recall the lecture material. Perhaps self-disclosure effects would be stronger if students had an incentive to learn.