Introductory American government is a common component of college and university core curricula and, as such, it often is taught in large sections. This makes active learning more difficult, which may contribute to student dissatisfaction and lower levels of student achievement. In turn, this can affect larger issues of university retention. This article considers whether different models of instruction in large classes affect student success and satisfaction. We compare a lecture-only class and one that combined lectures with smaller student breakout sessions. To our surprise, we found that students in the breakout—lecture class were not more satisfied and did not succeed at higher levels as compared to their peers in the lecture-only class. Above all, attendance is the key predictor of student success.