Although linguistic diversity is common in university classrooms, the language background of students and teachers is often not considered when designing instructional materials. Prior work has suggested that students learn better from slides with less text, but these studies have only been conducted with instructors who speak English with a North American accent (Mayer, 2017). The present study aims to explore whether more text on slides is beneficial to student learning when the lecture is taught by an instructor with an unfamiliar accent. To test this, American, English-speaking undergraduate students watched two lectures – one containing slides with minimal text and the other with slides containing lots of text – spoken either by an American-accented speaker or a Mandarin-accented speaker. After the lectures, participants were tested on the material. In line with prior research suggesting that text can facilitate accent adaptation (Janse & Adank, 2012), we expect that when the instructor speaks with a non-native accent, more text on slides will be beneficial. This work sheds light on ways to maximize student learning from instructors who speak with a variety of accents.