This study examines the impact of PowerPoint on student performance, course evaluations, and student preferences in economics courses. Professors from three different colleges each taught two sections of a course. PowerPoint was used in one of the two sections and a more traditional “chalk and talk” method was used in the other. Using regression analysis, the results showed that PowerPoint did not have an impact on grades when controlling for absences, hours of study, previous high school and college economics courses, math SAT scores, learning styles, and gender. Although the majority of students expressed a preference for PowerPoint over more traditional teaching methods, the effect on student course evaluations is mixed. At two institutions students indicated that they thought the professor was better prepared for the course in the section taught with PowerPoint. At the third institution the course taught without PowerPoint received a higher rating overall and students were more likely to recommend the course.