The use of audience response system (commonly known as clickers) supports communication and interactivity in class by allowing the instructor to ask thought-provoking questions and encouraging students to articulate and reflect their thinking, reveal misconceptions, probe the knowledge and follow their progress in the course. Recent studies on the use of clickers in chemistry and physics courses indicate positive student attitudes, and several educators (Crouch & Mazur, 2001; Pollock, 2005; Gaddis et al., 2006; Lin et al., 2011) reported research on their effectiveness. Although there have been many reports that describe use of clickers in introductory science courses, there have been virtually no studies describing the effect of clicker use in advanced chemistry classes. In the present study we collected and analyzed student feedback on using clickers in Organic Chemistry courses and investigated the relationship between the use of clickers and student performance.