This study examines the impact of PowerPoint on student performance and course evaluations in economics courses. Professors from six different colleges each taught two or more sections of a course. PowerPoint was used in at least one of the two sections and a more traditional “chalk and talk” method was used in the others. Using pooled regression analysis, the results showed that PowerPoint did not have an impact on grades when controlling for absences, hours of study, previous economics courses, math SAT scores, and gender. Although there was no impact on performance, the majority of students indicated that they prefer courses taught with