We investigated the attitudinal congeniality hypothesis (the assumption that people learn material congenial to their attitudes more easily than uncongenial material) in a 2 X 2 design: Instruction Set (learn vs. judge) X Essay Bias (pro vs. con), with attitude toward student activism as the focal ex post facto variable. Verbal skills, quantitative skills, and overlap of prior knowledge structure with essay content were treated as covariates. In addition, a number of variables related to quality of essay content and demand characteristics were controlled and/or measured to achieve the maximum possible control over recall variance. Results indicated that greater recall was associated with greater intellectual skills, greater overlap of prior knowledge, more positive attitudes toward the experimental setting, instructions to learn the essay, and the attitudinal congeniality effect (indexed by the Attitude X Essay Bias interaction). Interpretation is based on the effect of each variable on the perceived utility of the essay's content.