The purpose of this study was to identify the potential factors that could predict college students' success in a large-size undergraduate hybrid learning course. Predictive values of students' demographic and academic background variables were examined to establish standardized models of contribution toward final grades. Next, patterns of student participation in online and in-class activities were examined. The results indicated that individual students' background variables as well as their participation in online and in-class activities have significant predictive values toward their final grades. The study also found within-group differences and different patterns of participation in the online and in-class quizzes.