This study explored the relationship between task values, engagement, and conceptual change. One hundred and sixty-six under graduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and conceptual change when reading a refutation text about the common cold. It was hypothesized that the participants in the utility, attainment, and control conditions would differ in their engagement, and degree of conceptual change. Statistical differences were observed among the participants in the task value and control conditions on perceived engagement as well as conceptual change. The results indicate that the participants who were in the utility condition rated their engagement as significantly higher than those in the control condition. Furthermore, participants in the utility condition demonstrated the greatest degree of conceptual change. The usefulness of task value inductions for facilitating engagement and conceptual change is discussed. (Contains 2 tables.)