Processing fluency, the ease or difficulty with which new information can be processed, is a factor known to affect evaluative outcomes. However, it is often overlooked in evaluative conditioning (EC) experiments. We investigated whether and how the fluency of the conditioned stimuli (CSs) influences EC outcomes. Across three experiments (N = 296; N = 288; N = 287), we found larger EC effects for fluent compared to disfluent CSs. We also explore the extent to which those fluency effects might be explained by a better memory for fluent compared to disfluent CSs.