The literature indicates that there is a lack of learning outcomes in economics that can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. This study sought to investigate the student learning effects of academic controversy, a cooperative learning technique that shows promise in the area of economics instruction. A quasiexperimental pre-test, posttest design was used to compare a control group which received traditional lecture to a treatment group which received academic controversy lessons. Analysis of the data from the Test of Understanding in College Economics post-test suggests that the use of academic controversy had a positive impact on student learning. Implications of the study include providing a framework for academic controversy which shows promise for improving student learning in post-secondary macroeconomics.