This article analyses the effect of inducing institutional and value learning in a choice experiment survey concerning food safety. Respondents were subjected to two types of treatments, namely, Advance Disclosure (ADV) and Instructional Choice Set (ICS). Employing a split-sample setup, we test the effect of providing ICS and ADV in two treatment groups relative to a control group where learning is not induced. We further test and compare the effects of ADV and ICS directly against each other. We find some evidence that ICS reduces institutional uncertainty as intended. Moreover, the results suggest that both ICS and ADV could potentially remove a gender-specific status-quo bias.