Large classes that allow smaller amounts of instructor-student interaction have become more common in today's colleges. The best way to provide needed opportunities for students to overcome this lack of interaction with instructors remains unidentified. This research evaluated the use of video lecture capture (VLC) as a supplemental method for teacher-student interaction and what, if any, impact it and attendance have on student performance in large lecture courses. This ex post facto study conducted at a Northeastern research university utilized cognitive and andragogical frameworks to examine the relationships between the independent variables frequency of video viewing, quantity of videos viewed, and course attendance, as well as their impact on course performance in a large lecture course (N=329). Data sources included archival data from the learning management system and student survey responses. Analysis included a series of two-way ANOVA tests. The results indicated that the frequency of video viewing was found to have a significant positive effect on course performance (F = 3.018, p = .030). The number of VLC videos not viewed was also found to have a significant negative effect on course performance (F = 1.875, p = 0.016). Other independent variables were not found to have any significant main effect or interaction effect with the dependent variable, course performance. Findings from this research may be used by educators, students, and administrators planning course sizes and availability to better understand the relationship between these variables and how VLC can be used effectively in large lecture classes thus leading to improved efficacy in VLC use.