This study examined college students' learner orientation (grade vs. learning) and their willingness to comply with instructor use of prosocial and antisocial behavior alteration techniques/messages (BATs/BAMs). Specifically, the relationships between students' willingness to comply with instructor BATs/BAMs and their learning and grade orientations were examined. Results indicated that grade oriented students and students who were low or high in both grade and learning orientation were more willing to comply with antisocial BATs/BAMs, while learning oriented students were more willing to comply with prosocial BATs/BAMs. Instructors should adapt their persuasive strategies based on their students' learner orientations to increase student compliance.