Classroom Assessment Techniques (CATs) have been used in traditional university classrooms as a strategy to check for student understanding (Angelo & Cross, 1993). With the emergence of online learning and its popularity for non-traditional students, it is equally important that instructors in the online environment check for student understanding before the summative assessment. The Misconception/Preconception Check is one type of CAT that can be used effectively in the online classroom. This CAT can be used to activate background knowledge or beliefs that could potentially delay or block further learning (Angelo & Cross, 1993). In this study, data is examined to see if this particular CAT can make a difference in student learning outcomes in an assignment that has been historically challenging for students in a beginning University Success course. This study's findings suggest that the selected CAT does have a positive influence on student success for this assignment.