Students sometimes fail to perceive value in course content. Previous research, guided by the expectancy-value theory, suggests utility value (UV) interventions may increase perceived value, motivation, and interest. The current study tests the application of a UV intervention in an applied setting by examining its impact on academic performance, perceptions of course value, and interest in two undergraduate psychology classes. Psychology students enrolled in research methods and educational psychology courses were randomly assigned to either a UV or control (stress management) condition. Exam scores and self-reported UV and interest were collected before and after the intervention. It was expected that students in the UV intervention condition would report greater perceived UV, interest, and score higher on the postintervention exam relative to students in the control condition. Contrary to predictions, there was no evidence to suggest that the intervention had an effect, as no significant change was detected in perceived value, interest, or performance. Possible reasons for this finding are discussed, along with practical suggestions for the utilization of UV interventions in classroom settings.