Seductive details are interesting but irrelevant details that impede text comprehension (Mayer, 2005). Whether visual images can act as seductive details remains unclear (Rey, 2012). In two experiments, 125 undergraduates read 10 pages from a leading educational psychology textbook that either included illustrated cartoons or not, followed by a comprehension test. Experiment 1 revealed no seductive cartoons effect. Experiment 2, after increasing reading time and question difficulty, revealed a seductive cartoons effect where students who saw cartoons performed worse than those who did not see cartoons. Results are consistent with the cognitive theory of multimedia learning (Mayer, 2005) and cognitive load theory (Sweller, 2005), where seductive information draws cognitive resources away from what is needed to process relevant information. Thus, seductive cartoons are similar to other types of visual seductive details that serve only a decorative purpose to increase interest, but also decrease comprehension.