The field Human-Robot Interaction (HRI) involves new forms of social interactions that are dependent on the many and different earlier expectations of humans. In this study, the impact of linguistic framing on students' expectations and user experiences when being introduced to social robots in an educational setting were investigated. An empirical case study involved the social robot Pepper and 10 students aged 16–19. The introduction to Pepper utilized two forms of linguistic framing: positive and negative terms. Pre- and post-interaction interviews were conducted to assess the students' expectations and experiences. Assessments to measure negative attitudes toward robots and user experiences were conducted using the NARS and Godspeed questionnaires. Furthermore, filmed observations of the students' interactions with Pepper were used to provide additional insights. Results of the study showed that students' expectations and experiences varied depending on the type of introduction and linguistic framing utilized. While none of the differences among the questionnaire responses were statistically significant, the trends were in line with the clear results from the interviews and observations.