In the classroom, metabolism is often approached and received as a mundane exercise in memorization. Teaching metabolism also faces the challenge of negative perceptions that can impede learning. We sought to improve the learning experience in an undergraduate lecture course on microbial metabolism by implementing an illustrated story that follows an Escherichia coli cell during a cholera outbreak. Feedback from students, compiled over four semesters of relatively minimal intervention, suggests that attitudes improved. Most students also thought that storytelling helped them learn. Exam scores suggested that the story could have had a positive performance impact for some questions that required students to apply correct details to specific situations. Our results suggest that a story could improve the learning experience in a course on a traditionally unpopular topic by both improving emotional responses to the subject matter and by providing a familiar framework upon which to contextualize details.