Cell phones have become a norm within the collegiate environment but little research has examined their impact on academic attainment. The purpose of this study was to examine the effects that in-class texting behavior had on the final grade score in a freshmen level introductory social science course. Students in three different sections were given three different texting policies to elicit a variety of in-class texting behaviors. Students were given after-course-surveys examining in class texting behaviors. Final exam scores and texting behaviors were subjected to a Pearson's correlation as well as a regression analysis. Students GPA as well as ACT scores were also examined in the regression analysis. The study showed there was a negative correlation in the relationship between in-class texting and final grade score. In-class texting was significant in negatively impacting grades after GPA, ACT, and attendance were controlled. While GPA and ACT were still the strongest predictor values, in-class texting behavior still contributed to 22% of the predictor value in final grade.