The purpose of this study was to determine whether teacher enthusiasm and student notetaking activity would interact to produce significant differences in students' learning from lecture. Three modes of student learning activity (listen only, notes, notes plus review) were crossed with two levels of lecturer enthusiasm (less enthusiastic, more enthusiastic) in a 3X2 MANOVA design. Dependent variables were simple recall, complex recall, and recognition of lecture content. Results showed a significant interaction for simple recall. Also, a significant main effect was obtained for learning activity. Findings are discussed with respect to how learning activity and teacher behavior can function jointly in student processing of information. Suggestions for future research are given in light of limitations to the present study.