We have previously reported use of an informal consumer sensory panel in conjunction with discussion as an effective means of teaching concepts related to beef palatability. In this experience, students evaluate steak samples for tenderness, juiciness, beef flavor and overall desirability. The samples serve to demonstrate the impact of cut and degree of doneness on beef palatability. After sampling the steak, results of the students’ evaluation and other factors affecting beef palatability are discussed. To evaluate retention of concepts related to beef palatability, students (n = 37) enrolled in ANS 422 Beef Systems were asked to complete a 10 question quiz on concepts related to beef palatability. Five questions on the quiz were related to the informal consumer sensory panel experience (experience), and 5 were related to only the discussion which followed (lecture). All students had completed the informal consumer sensory panel (steak lab) as part of ANS 120 Introduction to Animal Science. In addition to the 10-question quiz, students were asked when they had completed ANS 120 (year), who their instructor was for ANS 120 (instructor, n = 2), and if the steak lab affected their steak purchasing habits. Overall scores on the quiz were tested for effect of instructor, year and instructor × year interaction by ANOVA with JMP software (version 10, SAS Inst. Inc., Cary, NC). There was no effect of instructor (P = 0.31), year (P = 0.60) or instructor × year interaction (P = 0.56) on quiz score. Furthermore, student scores on experience questions were compared with scores on lecture questions using ANOVA. Student scores on experience questions were greater than scores on lecture questions (81 ± 2% vs. 60 ± 2% respectively, P < 0.0001). Additionally, 65% of students agreed or strongly agreed that the steak lab influenced their choices in steak purchases. These results indicate use of an informal consumer panel is an effective means of teaching concepts related to beef palatability.