This study uses action research intervention to improve students' attendance at seminars. Specifically, the study asks the question: will students' attendance improve if they drive their own learning by running their own seminars? Records of lecture and seminar attendance at a module and comparative ones were used. Focus group interviews provided additional feedback, with students in support of student-led seminars. Students identified running their own seminars as beneficial, but suggested some modifications. Findings also revealed that, relative to comparable modules, seminar attendance on this module was improved. Moreover, attendance at seminars, but not at lectures, was significantly correlated with and a significant predictor of academic performance. The article highlights ideas for future research.