Student participation and engagement in online classes can have significant effects on academic performance. This study examines this relationship using survey data obtained from 2 online economics classes at the Community College of Baltimore County. A cursory exploration of the data shows that a large percent of students (33.33%) allocates 3-5 hours each week to studying and completing other class-related activities, while 45.45% of students regularly read the lecture materials before the class. Controlling for a student's prior grade point average, attitude towards the course, and anticipated score, an ordinary least squares regression analysis indicates that student engagement has a positive, though not statistically significant, effect on performance.