This study examined student experiences of using classroom response systems (CRS; i.e., clickers) in graduate-level psychology courses. A total of 98 students participated in a repeated measures design. Overall, student attitudes toward using clickers were positive at both measurement time points. Participants reported that clickers helped check comprehension of lectures, increased enjoyment of lectures, helped apply concepts to practical examples, and made the class more engaging. Ratings were less positive for exam preparation and prompting discussions with classmates. This study demonstrates potential applications of CRS in small graduate psychology classrooms and supports previous research indicating that CRS can improve learning by increasing interactivity and higher order processing of information.