Using data from economics and history courses taught across multiple semesters, the authors show that a triweekly meeting frequency improves student performance relative to a biweekly meeting frequency. There is evidence that this effect operates through two channels. First, there is an indirect effect that operates through attendance. While greater attendance improves course score, this effect is less in a triweekly course. Second, there is a direct positive effect to more frequent course meetings on student performance. These two effects combine to increase student performance by 3 to 9 percentage points when meeting triweekly instead of biweekly. While students perform better overall on a triweekly meeting schedule, there are more absences and less consistent attendance.