Evaluative Conditioning (EC), the change in the liking of a conditioned stimulus (CS) due to its pairing with a positive or negative unconditioned stimulus, is generally applied to several different kinds of stimuli, such as geometric shapes, Chinese characters, or nonwords. However, the inherent processing properties of these stimuli (i.e. how easy or difficult they are to process) are often overlooked - despite their potential impact on evaluative outcomes. Processing fluency is a factor known to affect evaluation. We compared two ways in which this could happen: According to a hedonic approach (e.g. Winkielman & Cacioppo, 2001), more fluent stimuli are evaluated more positively, whereas according to an amplification approach (e.g. Albrecht & Carbon, 2014), high fluency reinforces evaluative tendencies. We applied these different ideas of how fluency influences evaluative judgments to EC by investigating whether more fluent CSs lead to stronger EC effects (amplifying approach), or whether they enhance positive EC effects while attenuating negative effects (hedonic approach). Consistent with the amplification approach, our findings (N = 296) indicate that increased processing fluency of CSs intensifies EC effects. Contrary to the hedonic approach, we found no evidence that fluency universally leads to more positive evaluations of CSs.