Understanding how individuals interact with a course after receiving a passing grade could have important implications for course design. If individuals become disengaged after passing a class, then this may raise questions about optimal ordering of content, course difficulty, and grade transparency. Using a person fixed effects model, we analyze how individuals who obtained passing grades subsequently behaved within a course. These learners were less likely to complete videos and more likely to watch videos faster after receiving notice of a passing grade in the class. These learners were also less likely to reattempt items they initially got wrong. [Article published in the "Proceedings of the 10th International Conference on Educational Data Mining," Jun 2017]