This paper examines the use of instructional humor in higher education settings and makes connections between the levels of student achievement in academics and the influence of appropriate instructional humor. The work of prominent researchers such as Wanzer, Frymier, and Irwin (2010), and Segrist & Hupp (2015), who postulate that instructional humor and student information processing are intimately connected, drives much of the research foundation. Humor not only encourages student retention of information but serves to create a hospitable, welcoming atmosphere which makes learning more enjoyable for all involved. This closely corresponds with the work of Merolla (2006) and his research on decoding ability and humor production, and is expanded upon in terms of student psychological wellness (Conley, Travers, and Bryant, 2013). The connections between information retention and stress are shown to be alleviated in part by appropriate instructor humor usage.