Conventional wisdom suggests attending the first day of class matters with regard to student course completion and final course grade. However, relatively little quantitative research exists on the effects of attending or not attending the first day of class. Qualitative research on student perceptions of the value and importance of the first day is also limited. This literature review explores the theoretical frameworks that relate to first-day attendance. The review covers theories of student integration and constructivism and debate about late registration, attendance, and first-day course design practices. The review points to the need for a significant study of the role of first-day attendance in student course persistence and success.