Refutation-style texts have been considered a viable strategy for changing psychological misconceptions. The current study aims to integrate refutation-style texts into a classroom-based method of learning. Psychology students were administered a true/false misconception survey and then viewed several refutation-style poster presentations containing information describing a misconception as false. Posters were created with the intent to revise psychological misconceptions. After the poster presentations, participants took the same true/false posttest survey and then were asked to explain their answer choice. Participants took the posttest survey several days later to assess long-term retention. Results revealed that the refutation-style poster presentations were successful in revising knowledge for psychology misconceptions. The benefits of integrating refutation-based learning into classroom and laboratory studies are discussed.