Condensed courses are commonly used across academia as a means for students to catch up or get ahead of their curriculum. Instructors may be hesitant to teach such courses due to concerns about limited knowledge retention and reduced academic rigor. We sought to determine if there are any differences in changes of student attitudes before and after 3.5-week and 7-week condensed flipped Organic Chemistry I courses using the Attitude toward the Subject of Chemistry Inventory Version 2 (ASCIv2). Student performance, as measured by exam and overall course grades, was compared for both course lengths. The results indicate that student attitudes started and remained more negative in a 3.5-week course than the 7-week course, even though exam and course grade averages are not significantly different between the formats. This information can help instill confidence in administrators and faculty of various disciplines that condensed courses do not present major barriers to student's academic success, or require that given courses adjust the amount of content or academic rigor.