The purpose of this study was to investigate changes in knowledge of post-stroke aphasia among students who watched a content acquisition podcast (CAP; Kennedy et al., 2012a) created for this study compared to students who read an informational text (National Aphasia Association, n.d.). Participants included 136 undergraduate and graduate students who completed a pre-test, watched a CAP or read an informational text, completed a post-test, and then completed a maintenance test approximately four weeks later. Results of a one-way mixed ANOVA showed a statistically significant main effect of time, no statistically significant main effect of group, and no statistically significant time-by-group interaction. Both groups demonstrated a substantial increase in knowledge of post-stroke aphasia from pre-test to post-test. These results suggest that the CAP and the informational text may be effective methods to teach students basic information about post-stroke aphasia.