Studies suggest that student attendance in college classes increases course success. Yet, surprisingly few studies have examined strategies to increase student attendance. The goal of the current study is to consider whether contacting consistently absent students increases success in an undergraduate research methods course. Results of this classroom action study suggest that students view contacts positively and a majority stated that they were more likely to attend class following the contact. In regression analyses, however, net of other factors such as prior grade point average, contacts did not predict final grade percentage and D/F rate comparisons to a prior semester without contacts showed modest but not statistically significant improvements. Implications are discussed. (Contains 4 tables and 11 footnotes.)