This project posits that incorporating political humor into the classroom can have a positive effect on learning in higher education. Specifically, we present preliminary findings from a quasi-experiment in which a humorous, "mock" textbook titled America (The Book) (Stewart, Karlin, and Javerbaum 2004) was incorporated into Introduction to American Government curricula in conjunction with a standard textbook. Our hypothesis argues that humorous presentations of politics and government can enhance the learning process and increase test scores by way of Matthew Baum's (2003a) "gateway" or "incidental by-product" effects. Our empirical findings show no such learning effect. Our qualitative evidence, however, suggests that humor-based teaching is clearly more engaging and interesting for the students. (Contains 4 tables and 4 notes.)