The goal of the present study was to examine whether college students' learning would be impacted by an innovative teaching strategy--the presentation of Secure Attachment Messaging (SAM) during lecture. Students (N = 205) were presented with SAM every other week as part of the regular PowerPoint slides. At the end of each class, they completed a multiple-choice quiz. Their quiz responses were recorded using a student response system. We predicted that the SAM would enhance students' feelings of security, irrespective of their pre-existing attachment schemas, and thereby augment learning. Our hypothesis was statistically supported in that quiz scores were higher for days SAM were used versus not used in lecture. Students' overall percentage scores from the course were compared with three other sections of the same course in which SAM were not used. The percentages from the SAM course were significantly higher than the three other sections.