Lectures are a central element of traditional university learning, but Australian lecturers increasingly face very low levels of lecture attendance. A significant amount of research exists that investigates the drivers of lecture attendance. However, those studies typically study single factors in an isolated manner, thus overestimating the importance of individual factors. This study contributes to the understanding of lecture attendance (and nonattendance) by including a range of factors that potentially affect lecture attendance simultaneously, thus accounting for possible interactions between factors and identifying the key drivers of lecture attendance. The study uses a survey among all students of an Australian university to compute a regression model with the probability of lecture attendance as the dependent variable. Results indicate that only four of the factors previously investigated are significant for marketing students (i.e., the difficulty of the subject, the quality of the lecture as perceived by the student, the quality of the student as indicated by his or her average mark, and the format of the lecture), which leaves little opportunity for Australian universities to improve attendance with simple measures. Instead, the data suggest that universities need to improve the quality of lectures to achieve better attendance levels. (Contains 2 tables and 2 figures.)