Advances in digital media have made an impact on traditional rhetorical culture, thus shifting expectations and norms associated with orality and public presentation. Technology, entertainment, and design (TED) talks represent a new genre of presentation characteristic of Jamieson’s notion of electronic eloquence in that presenters weave together an engaging narrative complete with a strong visual presence. This study applies Bandura’s social cognitive learning theory to explore how students make sense of TED talks. Students responded to two questionnaires in two different classes: a basic public speaking course and a technical communication course. The results suggest that students learn vicariously through viewing mediated presentations, thus shaping their view of public speaking as a coproduced, networked, and engaging narrative. The authors offer recommendations for communication practitioners related to electronic eloquence and the rhetorical tradition.