The main purpose of this study was to examine the relationship between class attendance and undergraduate students’ academic performance in the introductory psychology course at the University of Technology, Jamaica. Three research questions guided the study. An ex-post-facto design was used in the study. The secondary data used were academic performance scores and attendance register of 83 first-year (28 males & 55 females) undergraduate students who were enrolled in an introduction to psychology course during the 2017/2018 academic year. No sampling was done. The results showed a weak positive relationship between attendance and mid-semester test (r = 0.177). There was no relationship between attendance and final score (r = 0.085), and there was a strong positive relationship between the mid-semester test and final scores (r = 0.714). The results also showed that there were statistically significant differences between the mid-semester test and final performance, (F(3, 79) = 3.819, p = 0.026) and (F(3, 79) = 5.201, p = 0.008), respectively. A recommendation made for undergraduate students to be adequately informed about the likely impact attendance may have on their academic performance.