Using a quasi-experimental design, the authors examined student performance (i.e., exam scores) in a traditional, lecture-based course (n = 43) and a team-based learning (TBL) course (n = 47). Students from James Madison University, USA--who were unaware that the two sections of the course were taught using different methods--self-selected into one of the sections. The authors analyzed and found that exam scores were marginally higher in the team-based learning (TBL) course compared to the lecture-based course. Because previous research revealed that students in TBL courses outscore students in lecture courses and have higher attendance rates, the authors explored the role of attendance on student performance. Students in the lecture course missed significantly more classes than students in the TBL course. When the data were re-analyzed, taking attendance into account, the difference in exam scores was no longer significant. Advantages of TBL classes, compared to lecture-based classes, may include increased attendance, an increased opportunity for critical and analytical thinking, learning to work cooperatively in ways that benefit the group, as well as developing feelings of competency and mastery of the course material.