Evaluative learning refers to the change in the affective evaluation of a previously neutral stimulus that occurs after the stimulus has been associated with a second, affectively relevant (positive or negative) stimulus. We review evidence which strongly suggests that evaluative learning can proceed implicitly. Whereas much of the evidence for implicit learning has been criticized on the basis of the information and sensitivity criteria (Shanks & St. John, 1994), we argue that the evidence obtained from evaluative learning studies can not easily be dismissed on these grounds. Despite the fact that evaluative learning research has resulted in strong evidence for implicit learning, it has largely been ignored within the literature on implicit learning. The main aim of the present manuscript is to bring evaluative learning research to the attention of implicit learning researchers.