This article presents the results of a 4-year quasi-experimental study of the effectiveness of lecture capture in an undergraduate political research class. Students self-enrolled in either a traditional in-class lecture-discussion section or a fully online section of a required political research course. The class sessions from the in-class section were recorded and provided asynchronously to the online students. The instructor, course assignments, exams, and supplemental materials were the same for the in-class and online sections. The two types of sections were compared on course-embedded academic performance measures and on the completion rates of the course and of the course assignments, controlling for prior cumulative grade point average (GPA), prior credits completed, and gender. The mean overall course score for the online students was slightly, but significantly, lower than scores for the in-class students. The students' GPAs interacted with the type of section such that the difference between in-class and online academic performance diminished or disappeared among students with higher GPAs. Completion rates for the course and for assignments were significantly lower for online students. Strategies for addressing these problems through greater student engagement are widely cited, but recent empirical tests of these strategies have not provided satisfactory results.