Abstract:Objective To determtine how class attendance,learning strategies,and motivation relate to performance in college courses. Methods Scores on the scales of the Motivated Strategies for Learning Questionnaire(MSLQ)and class attendance were correlated with course grades in a Learning to Learn course in psychology and in courses in introductory biology,English,psychology and sociology. Results and Conclusion The best predictor of course grades was class attendance. Adapting ones learning strategies to instructor’s style also results in higher grades,but effective learning strategies did not compensate for poor attendance.