The current study is an extension of a previous investigation dealing with teacher greetings to students. The present investigation used teacher greetings with college students and academic performance (test scores). We report data using university students and in-class test performance. Students in introductory psychology who received teachers' personal recognition before class begins ("Hello", "I am glad you're in class today") did significantly better on a class test that day than the same students who did not receive such preclass attention. Pretest mean was 67.05% and posttest mean was 85.25%. There were 40 participants, (t(39) = 7.401, p less than 0.001). This is a potentially important easy way to positively impact student learning.