Background: The "Trickle-Down Engagement Model" posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Objective: Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. Method: In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Results: Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the "Trickle-Down Engagement Model" and our hypotheses, perceptions of instructors' engagement positively related to participants' own engagement, which was also positively related to better learning outcomes. Conclusion: When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Teaching Implications: Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences.