The findings of three consecutive studies about effective classroom management techniques designed to enhance higher education student attendance and the resulting correlation between student attendance and student achievement are reported here. The consecutive studies included a pilot study, culminating study, and replication study. The experimental groups included both female and male participants (N = 14) in the pilot study and only female participants in the culminating study (N = 19) and the replication study (N = 16). The results indicated an enhancement in higher education student attendance and a positive significant correlation between student attendance and student achievement. The discussion highlights main research findings supported by previous research, and a conclusion provides recommendations for higher education institutions and directions for future research.