Humor is an integral component of any language and therefore has an impact on the way languages are acquired/learned. Numerous studies have investigated the role of instructor humor in teaching/learning processes; however, there is little empirical research on the relationship between instructor humor and learning of a second language. This paper investigated the relationship of English as a second language (ESL) instructors' humor orientation (IHO) to students' perceptions of second language learning (SLL). Perceived L2 learning was also examined in relation to students' perceived importance of humor (IH) and effects of humor (EH). Additionally, variations in the interaction between IHO, SLL, IH and EH across students' education level, ethnicity and gender were examined. It was found that high levels of instructor humor orientation associated significantly with students' L2 learning perceptions. Also strong correlations were found between students' perceived SLL behaviors and their perceived IH and EH. However, student perceived IHO, SLL, IH and EH did not vary significantly across their gender, ethnicity, and education level. Implications of the study for second language education and materials development along with the limitations of the study have been discussed.