The current research focuses on the impact that learning management systems (LMS), specifically the Blackboard interface, are having on courses in psychology. Blackboard provides instructors with access to a powerful web-based instructional platform. One of the main benefits to students is the unfettered access to virtually anything an instructor presents in the classroom. For example, access to syllabi, course notes, interactive demonstrations, handouts, audio or videotaped lectures are all possible via this interface. Currently, few empirical studies have examined the impact of LMS on objective measures of student learning. The current project examines the relationship between the frequency of usage of these various utilities and student performance in a hybrid class. Results revealed a significant positive partial correlation between overall usage and their exam scores. The implications of these findings are discussed with respect to the current course; however, a discussion of the broader pedagogical implications is included as well.