This study examines undergraduate students' perceptions of extra credit and its connection to attending events. Because some faculty offer extra credit to students to motivate participation outside the classroom, research is needed to evaluate students' views and attitudes toward extra credit. Few studies examine the incentives that drive participation and to what degree students value them. Of the respondents surveyed, 73% placed significant value on extra credit and viewed it as a motivator. The majority (75%) "agreed" or "strongly agreed" all extra-curricular events should have extra credit attached to attendance. More attention should be paid to the idea that extra credit is perceived as an expectation. To best promote experiential learning outside the classroom, faculty are encouraged to embrace the practice of offering extra credit as a means to a pedagogically beneficial end. This study offers new categories faculty and administrators can use to communicate the value of events.