The dual process theory proposes that evaluative conditioning is a form of learning distinct from Pavlovian conditioning and that it displays different functional characteristics such as not being subject to modulation. However, when assessed online as opposed to post-experimentally, modulation of evaluative conditioning by context change has been found in a contingency reversal procedure. Reversal of evaluative learning was found to be faster when trained in a different context rather than in the original training context. The present study addressed the question whether context change or instructions would affect the rate of reversal of evaluative learning and whether reversal learning would accelerate across repetitions. A picture-picture paradigm was used to expose participants to CS-US pairs and contingency was reversed three times during the experiment. Participants were required to provide online causal judgements and valence ratings after each set of 10 training trials. Context change, but not instructions, displayed a trend in affecting reversal of evaluative learning with participants displaying faster learning on trials immediately subsequent to contingency reversal. Instructions affected the reversal of contingency judgements. There was no evidence of acceleration across repetitions for either measure or manipulation.